Source: American Council on Education
This report concludes with example models and frameworks to help institutional leaders create equitable and inclusive well-being supports tailored to the needs of their institution and the students they serve. This paper uses data from Wake Forest University’s spring 2019 Wellbeing Assessment to unpack the differences in the subjective well-being of students with minoritized identities. We found that undergraduate students with minoritized racial and ethnic, gender, and sexual orientation identities have substantially lower subjective well-being levels than their peers with privileged identities. As students reported holding more minoritized identities, their subjective well-being levels decreased.