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Students of color often perceive the campus climate more negatively than do their White counterparts. Our study begins to uncover what students of color experience in residence halls. Using focus group data from a larger study exploring racial microaggressions at a predominantly White institution (PWI), we identified over 70 racial microaggressions experienced by African American, Asian American, Latino, and Native American undergraduate and graduate students. Through the use of the racial microaggression taxonomy developed by Sue et al. (2007), four racial microaggression themes were identified: (a) racial jokes and verbal comments, (b) racial slurs written in shared spaces, (c) segregated spaces and unequal treatment, and (d) denial and minimization of racism. Findings contribute to the literature by detailing the types of racial microaggressions that students of color experienced when living in residence halls at PWIs. Implications for diversity in higher education and recommendations for university administrators are discussed.

This study explored the experience of gendered racial microaggressions (i.e., subtle and everyday verbal, behavioral, and environmental expressions of oppression based on the intersection of one’s race and gender) among Black women at a predominantly White university. A total of 17 undergraduate, graduate, and professional students participated in one of two semistructured focus group discussions. Using dimensional analysis, three core gendered racial microaggression themes were uncovered, each with two subthemes: Projected Stereotypes (expectation of the Jezebel, expectation of the Angry Black Woman), Silenced and Marginalized (struggle for respect, invisibility), and Assumptions About Style and Beauty (assumptions about communication styles, assumptions about aesthetics). Results indicated that Black women experience microaggressions based on the stereotypes that exist about their gendered racial group. Findings support and extend the literature by developing a taxonomy of gendered racial microaggressions, which highlights intersecting forms of subtle oppression. Implications for research and practice in counseling psychology are discussed.

Background Race and gender disparities remain a challenge in science, technology, engineering, and mathematics (STEM) education. We introduce campus racial climate as a framework for conceptualizing the role of racial microaggressions (RMAs) as a contributing factor to the lack of representation of domestic students of color in STEM programs on college campuses. We analyze the experiences of students of color in STEM majors who have faced RMAs at the campus, academic, and peer levels. We draw from an online survey of more than 4800 students of color attending a large public university in the USA. The STEM major subsample is made up of 1688 students of color. The study estimates a series of Poisson regressions to examine whether one’s race, gender, or class year can be used to predict the likelihood of the regular occurrence of microaggressions. We also use interview data to further understand the challenges faced by STEM students of color. Results The quantitative and qualitative data suggest that RMAs are not isolated incidents but are ingrained in the campus culture, including interactions with STEM instructors and advisers and with peers. Students of color experience RMAs at all three levels, but Black students in the STEM majors are more likely to experience RMAs than other students of color in the sample. Conclusions Our study demonstrates the need for campus officials, academic professionals, faculty members, and students to work together to address racism at the campus, academic, and peer levels. Additionally, STEM departments must address the impacts of the larger racial campus culture on their classrooms, as well as how departmental culture reinforces racial hostility in academic settings. Finally, our findings reveal the continued presence of anti-Black racism in higher education.

This study applied critical race theory to explore the racial microaggression experiences of students of color (i.e., African American, Asian American, Latinx, and Multiracial students) at a historically White university. Using quantitative and qualitative data from an online survey ( N = 1,710), we explored the relationship between the frequency of racial microaggressions and sense of belonging using multiple regression analysis. In addition, we analyzed qualitative open-ended responses to better understand students’ perceptions about how the racial microaggressions they experienced affected their sense of belonging. The findings indicated that African American students reported experiencing a significantly greater frequency of racial microaggressions than Asian American, Latinx, and Multiracial students. In addition, students who reported a greater frequency of racial microaggressions also reported lower sense of belonging. We highlight implications for future research on students of color at historically White universities.

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This study examines the experiences of Asian American students who are mistaken as Asian international students; it provides insight into domestic students’ perceptions of and potential racial microaggressive experiences of international students. Drawing from racial microaggressions survey data of Asian Americans, this study highlights the multiple layers of overt racism, microaggressions, and xenophobia directed against students who are perceived as Asian international students. The Asian American students’ narratives reveal that international students are often racialized by skin color, English proficiency, and nationality, which reflect U.S. racist framings of Asian Americans. Thus, we argue that racial experiences of Asian international students should be addressed as a part of U.S. racial ideology, notions of Whiteness, and racial microaggressions on campus.

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