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Abstract
Over the last decade, there has been an increase in the recruitment and enrollment of international and historically underrepresented students of color at Traditionally White Institutions (TWIs). Furthermore, there has been an increase in specific, intentional efforts to recruit high achieving students of color to TWIs through special programs and university-wide diversity initiatives. The increasing cultural and racial/ethnic diversity at TWIs through special programs and diversity recruitment initiatives requires educators, counseling psychologists, student affairs professionals, and other human services professionals to investigate the unique development and psychological well-being of high achieving undergraduates of color The purpose of this study was to empirically investigate life-skills development, racial/ethnic identity, self-esteem, and self-efficacy in high achieving undergraduates of color. Specifically, this study first explored differences based on gender and race/ethnicity on measures of life-skills development, racial/ethnic identity, self-esteem, and self-efficacy. Secondly, the relationship among life-skills, racial/ethnic identity, self-esteem, and self-efficacy were investigated. Finally, some of the messages high achieving undergraduates receive from their primary caregivers related to life-skills development, racial/ethnic identity, self-esteem, and self-efficacy were explored. A mixed-method research design was utilized to conceptualize this study. Fifty-seven high achieving undergraduate students of color participated in the study. Results indicated that gender did not significantly influence life-skills development, racial/ethnic identity, self-esteem, or self-efficacy. Race/ethnicity was found to have an impact on life-skills development, racial/ethnic identity, and self-esteem. Significant relationships were also found among scores on all measures. Qualitative analysis resulted in three major messages that currently influence the thoughts and behaviors of participants the most: (1) the meaning of success, (2) how to handle difficult problems, and (3) the importance of education. Suggestions for future research, program development issues, and counseling implications are addressed.