1

Project 1: Discourse Community Analysis

First-Generation Latino Students with Anxiety and Depression

Juliana Solis

Wayne State University

ENG 3010: Intermediate Writing

Dr. Jared Grogan

September 22, 2023

2

Project 1: Discourse Community Analysis

First-Generation Latinos with Anxiety and Depression

As a first gen Latina who deals with anxiety and depression and faces many

environmental stressors, while trying to juggle school and a personal life, I have decided to

research the discourse community of First-generation Latino students with Anxiety and

Depression. In this discourse community, first generation Latino students with Anxiety and

Depression share the many barriers they face, the overwhelming paths they navigate and the

many different coping skills they use to thrive academically and emotionally. This discourse

community analysis will focus on the common goals within this community, the different

communication channels, the genre and terminology, and shared values and beliefs.

During phase 1 of this project, I was quite confused and did not know where to start when

it came down to choosing a topic. I had not completely understood what a “Discourse

Community” was and what necessarily makes it one. Then I realized that there are a lot of things

in my life that are considered discourse communities and the first thing that came to mind for me

was Mental Health. I have done quite some research in the past on mental health and felt as if it

might be too “basic” for me to do for this project. Not only that but we were told that this would

be a way for us to learn about other fields and disciplines so I thought, “how could I make this

something more meaningful to where I can learn more, and others can as well?” That is when I

took a more personal approach and combined 3 important topics to me which are mental health,

being a college student and a first-generation Latin-American. In phase 2 of this project, we were

able to use AI to show us what a finished DCA looked like. I was able to insert my DCA topic

into ChatGPT and was given a finished DCA that helped me get a much better understanding of

what a DCA is. Phase 3 allowed me to build an e-Portfolio which I thought was quite neat. I was
3

able to customize my e-Portfolio to my own liking and add many different projects that do not

just involve schoolwork. I also find it very nice that it is something I can go back to and add on

as the years go by and that it could potentially help me out in more of a professional way.

The motivation towards my DCA research and how it spotlights my attention begins with

the upbringing in my personal life. Growing up I went to predominately white schools which

became a huge culture shock for me around the beginning of middle school. All my classmates’

parents had gotten a higher education which I felt was such an advantage for my peers because

they had someone to help them complete schoolwork and it was also a way of fitting in. My

mom only went up to the third grade back in Guatemala and dropped out, so she did not know

much about school. When she came to America, she came with the purpose of bettering her life

as well as the life for her future family, also known as, the American Dream. When the time

came for me to begin elementary school, I was not taught English because neither of my parents

knew how to speak it. Spanish became my first language, so I had to learn English in elementary

school and struggled a bit in learning a whole new language. Growing up my mom also never

really understood what was going on in school as far as assignments or extra curriculars, so I had

to learn at a very young age how to explain and translate in Spanish and do a lot on my own. Yet,

all of this has made me into the person I am today. Yes, a lot has changed because as the years

went by my mother and I were learning together but now that I am in college it feels almost as if

like I were repeating elementary school again. All I can really get now is a “you got this” or

“don’t worry everything will be alright.” Not only that but as a young adult I have faced many

mental and emotional obstacles that interfere with me on a daily. I know there are many first-

generation Latino’s with this same story, and for these reasons I decided to research about First-

generation Latino’s with anxiety and depression to share with others what we have faced.
4

Discourse Community Analysis from ChatGPT

First-Generation Latinos with Anxiety and Depression

Introduction

A discourse community analysis involves examining a specific group of people who

share a common goal or interest and communicate using a particular set of language conventions.

In this case, we will analyze the discourse community of first-generation Latino students dealing

with depression and anxiety. This analysis will help us understand how they communicate, what

their common goals are, and the challenges they face.

Common Goals

The common goal of this discourse community is to navigate the challenges associated

with being first-generation Latino students while dealing with depression and anxiety. They aim

to overcome the barriers they face in pursuing higher education and maintaining their mental

health.

Communication Channels

Online Forums and Support Groups: Many first-generation Latino students with

depression and anxiety turn to online forums and social media platforms to connect with others

who share similar experiences. These spaces provide a safe and anonymous environment to

discuss their challenges, share coping strategies, and seek support.

University Counseling Services: Students may also communicate within the university

context by accessing counseling services, where they can discuss their mental health concerns

with professionals who understand their unique backgrounds and struggles. A professional

organization that my discourse community engages in would be the Center for First-Generation

Student Success. Another organization would be the University of Michigan Counseling and
5

Psychological Services. They offer many resources towards First Generation students who attend

the University of Michigan.

Peer Support Networks: Some students establish informal peer support networks within

their universities. These networks allow them to communicate with fellow students who face

similar challenges and can provide emotional support and advice. In a blog post by Jasmine

Ramirez, from the University of Michigan, she shares that she was able to find several support

groups but one that did impact her the most was a Greek organization known as Alpha Psi

Lambda (Ramirez, 2023). Alpha Psi Lambda is the first co-educational, Latino based fraternity in

the United States which originated at Ohio State University in 1985. Through this organization

she was able to build strong relationships with other peers who shared the same experiences as

she did (Ramirez, 2023).

Common Terminology and Language

Members of this discourse community use specific terminology related to mental health,

education, and cultural identity. They may employ terms such as "impostor syndrome," "self-

care," "cultural stigma," "academic pressure," and "microaggressions" when discussing their

experiences.

Shared Values and Beliefs

Resilience: Many first-generation Latino students with depression and anxiety share the

value of resilience. They believe in overcoming adversity and persisting in their educational

journey despite the mental health challenges they face.

Cultural Identity: These students often value their cultural identity and seek to maintain a

strong connection to their heritage while navigating the educational system.

6

Mental Health Awareness: Members of this discourse community emphasize the

importance of mental health awareness and reducing the stigma surrounding mental health issues

within their cultural and academic contexts.

Genre of Discourse

Members of this discourse community engage in various forms of communication,

including personal narratives, advice-sharing, and advocacy. They may write personal blog posts,

participate in online discussions, create awareness campaigns, or share their stories through

videos or podcasts.

Challenges and Barriers

Cultural Stigma: First-generation Latino students may face cultural stigma surrounding

mental health issues within their families and communities, making it difficult to seek help.

Academic Pressure: Balancing the demands of higher education while dealing with

depression and anxiety can be overwhelming. These students often face high expectations to

succeed academically.

Guilt: Some students may experience guilt when wanting to put their needs before their

family’s needs. This feeling of guilt can affect their journey in seeking a higher education as well

as their emotional well-being. In a study by Rosean Moreno from El Camino College in

California, she discusses that guilt does indeed impact the lives of first-generation college

students (Moreno, 2019). The findings in this study showed that guilt was felt most when their

families were going through rough times at home and when further away from home building

your own life (Moreno, 2019).

Rhetorical Appeals
7

Members of this discourse community may use various rhetorical appeals, such as pathos

(emotional appeal) when sharing their personal stories to create empathy and raise awareness.

They also use logos (logical appeal) when discussing the impact of mental health on academic

success and ethos (ethical appeal) to advocate for culturally sensitive mental health support.

Conclusion

The discourse community of first-generation Latino students dealing with depression and

anxiety is a group that communicates through various channels, shares common goals, values,

and challenges, and employs specific language and terminology. Their discourse plays a crucial

role in supporting one another, raising awareness, and advocating for improved mental health

resources and support within their educational and cultural contexts.

8

References

“First Generation at UM.” Student Life Counseling and Psychological Services University of

Michigan, caps.umich.edu/article/first-generation. Accessed 22 Sept. 2023.

“How Research Is Critical for First-Generation Student Success.” Research To Help Students

Succeed, firstgen.naspa.org/journal-and-research. Accessed 22 Sept. 2023.

Moreno, Rosean. “The Guilt of Success: Looking at Latino First ... - Sage Journals.” Journal of

Hispanic Higher Education, 18 May 2019,

journals.sagepub.com/doi/full/10.1177/1538192719849756.

Ramirez, Jasmine. “My Experience Navigating College as a First-Generation

Student.” University of Michigan-Dearborn, 23 Mar. 2023,

umdearborn.edu/dearbornready/student-blog/my-experience-navigating-college-first-

generation-student.