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Abstract

Objective:

The Asian American and Native Hawaiian/Pacific Islander (AA & NH/PI) population represents one of the fastest-growing racial /ethnic groups in the United States, yet members of this community are among the least likely to receive services for ADHD. Studies seeking to explain discrepancies between the need for and use of ADHD services in AA & NH/PI populations have highlighted decreased problem recognition as precluding access to services. We sought to investigate the roles of three previously proposed factors (i.e., perceived impairment, ADHD knowledge, and ADHD stigma) in explaining differences in ADHD problem recognition in AA & NH/PI versus White, Black, Hispanic/Latinx, and Multiracial/Multiethnic college students.

Method:

Participants were 1,451 college students aged 18 to 29 years (M = 19.3, SD = 1.64) who met self-reported symptom and impairment criteria for ADHD. They completed questionnaires assessing ADHD problem recognition, perceived impairment, ADHD knowledge, and ADHD stigma.

Results:

Compared to the White Group, the AA & NH/PI Group had significantly lower probability of endorsing the belief that they should be diagnosed with ADHD. The AA & NH/PI Group also reported lower levels of ADHD knowledge and increased levels of ADHD stigma and perceived impairment compared to the White Group. Increased ADHD knowledge was associated with greater likelihood of ADHD problem recognition. Examination of indirect effects suggested that differences in ADHD problem recognition between AA & NH/PI and White Groups were partially explained by differences in ADHD knowledge.

Conclusion:

Results highlighted the importance of clarifying mechanisms underlying ADHD-related service-use patterns in AA & NH/PI populations to better understand and address mental health needs.

Keywords

ADHD AA & NH/PI problem recognition college students disparities

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ADHD Knowledge as a Barrier to Problem Recognition in Asian American and Native Hawaiian/Pacific Islander Versus White College Students

Abstract

Objective:

Method:

Results:

Conclusion:

Keywords

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References