US educational institutions tend to prioritize independent ideas that conflict with interdependent values commonly practiced by immigrant families (Vasquez-Salgado et al., 2015; Greenfield & Quiroz, 2013); this may result in home-school cultural value conflict. Immigrant generation status and home-school cultural value conflict has been documented as playing a negative role in academics (Tseng, 2004; Vasquez-Salgado et al.). The present study expands on prior work by examining the relation between immigrant generation status and academic stress and whether home-school cultural value conflict mediates this association. Ninety-four underrepresented minority students from diverse immigrant backgrounds were surveyed during their first year in college. In alignment with our hypothesis, immigrant generation status significantly predicted academic stress. However, home-school cultural value conflict was not a significant mediator of this relation. A possible explanation for these results is the current political climate surrounding immigration. Thus, there may be other factors that explain the relation between immigrant generation status and academic stress. Implications and future directions will be discussed.
