Exploring the relationship between racial identity, microaggressions, and academic outcomes among African American students in the classrooms of a predominantly white campus

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Andrea M. Fernandez (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Deborah Taub

Abstract: The overt nature of racism in the United States has morphed into an insidious, covert manifestation called racial microaggression (Pierce, Carew, Pierce-Gonzalez, & Wills, 1978; Sue, Capodilupo, et al., 2007). Though not often intentional in nature, these microaggressive behaviors have become pervasive in the lives of people of color (Sue, 2010; Sue, Capodilupo, et al., 2007). Extant research reveals the harmful and cumulative effects of racial microaggressions (Sue, Nadal, et al., 2008). Researchers have also found a link between the experiences of African American students and negative psychological, health, and educational outcomes (Solórzano, Ceja, & Yosso, 2000; Sue, 2010; Watkins, Labarrie, & Appio, 2010). Much research has been done on people of color's experiences with racial microaggressions; however, few studies have given attention to why some African American college students are able to excel in microaggressive academic environments while others do not. The purpose of this study was to determine to what extent African American students at a predominantly White institution experience racial microaggression in the classroom as well as the frequency with which various types of microaggressions are encountered. A secondary purpose was to identify if there is a relationship between microaggressive encounters and academic outcomes. The final purpose was to explore whether racial identity status moderates the relationship between microaggressions and academic outcomes. Forty-seven undergraduate students participated in this study. Results indicated that students' backgrounds impact how they handle microaggressive behaviors. Implications of the findings are presented and suggestions or future research are provided.

Additional Information

Language: English
Date: 2014
African American college students, Predominantly White Institution, Racial Microaggression
African American college students $z United States $x Social conditions
Academic achievement $x Social aspects $z United States
Discrimination $z United States

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