Journal of Social and Clinical Psychology, Vol. 37, No. 4, 2018, pp. 275-296 © 2018 Guilford Publications, Inc. The authors thank Sheila Browne, Amie Grills, William Kurtines, and Aida Varela for their assistance in collecting participant data. Further, the authors acknowledge the helpful contributions of Onawa La Belle in preparing the data. Address correspondence to Alexandra M. Burgess, 486 Chandler St, Sullivan 241-B, Worcester, MA, 01602; E-mail: aburgess@worcester.edu ACADEMICALLY STIGMATIZED STUDENTS BURGESS ET AL. STIGMA CONSCIOUSNESS AND EVALUATIVE CONCERNS: A PATHWAY TO PSYCHOLOGICAL DISTRESS FOR ACADEMICALLY STIGMATIZED STUDENTS ALEXANDRA M. BURGESS Worcester State University KRISTINE M. MOLINA University of Illinois at Chicago KAVITA BHANDARI AND PATRICIA M. DIBARTOLO Smith College The psychological health of ethnic minority college students, specifcally Black and Hispanic/Latinx students, warrants particular attention given their experience of ethnic stigmatization in higher education settings (e.g., lowered expectations surrounding intellectual ability). When faced with ethnic stigmatization, espe- cially in an inherently evaluative collegiate context, concerns about negative per- formance evaluation may trigger increased threat vigilance, self-monitoring for mistakes, and rumination about potential failure. Thus, the evaluative concerns component of perfectionism may be a mechanism through which ethnic stigma consciousness relates to psychological distress for these students. The current investigation explored the relationships between stigma consciousness, evalua- tive concerns perfectionism, and psychological distress (i.e., anxiety, depression) in a large sample of Hispanic/Latinx and Black college students in the United States. The moderated mediational analysis revealed that for Hispanic/Latinx stu- dents evaluative concerns served as a mechanism through which ethnic stigma consciousness related to psychological distress. For Black students, there was no