Racial Microaggressions and Sense of Belonging at a Historically White University

Abstract

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.

“It’s cold here:” Lessons learned from the welcome perceived by newcomers to Brandon, Manitoba

“…which are designed to reduce, dilute, atomatize, and encase the hapless into his 'place'" (Pierce, 1969, p. 303). Microaggressions negatively impact the sense of belonging (Lewis et al, 2019) and mental and physical health (Gee et al, 2009;Wang et al, 2011). Although the initial "sting" is subtle, and individuals may consider it "not worthy of the mental work and trouble" (Anderson, 2015, p. 15), the effects are traumatic and compounding over time.…”

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

“…It recognizes that, due to their racial or ethnic group membership, students of color attending these institutions encounter unique stressors and environmental challenges above and beyond that experienced by their White peers (Bourke, 2010;Harper & Hurtado, 2007). These stressors are negatively associated with the adjustment, sense of belonging, motivation, and retention of students of color (Griffith et al, 2019;Lewis et al, 2019).…”

“…The cultural dimension of the PSC framework will incorporate Black students' perceptions of the university environment and racial identity. Given that Black students endorse encountering significant race-related stressors at PWIs (Lewis et al, 2019), it is useful to capture their perceptions of this cultural milieu when examining its relationship to their academic engagement and selfconcept. Additionally, while perceptions of the university may not be directly linked to Black students' GPA, it may be indirectly affecting GPA via students' academic self-concept.…”

Toward Increasing Equity and Inclusion in Mathematics Classrooms: Exploring the Potential of Proactive Confrontation in Teacher-Education

“…Experiencing racial bias (and seeing others tolerate its expression) in the classroom triggers justifiable concerns about whether math is a discipline where students of color will be stereotyped, where others will believe that they do not belong, and where they will be marginalized, ghettoized, or otherwise pressured to acculturate to the "default" (White) ways of being (Lewis et al, 2019;Murphy & Taylor, 2012). Unsurprisingly, contending with these types of concerns can increase minoritized learners' vigilance for other threatening situational cues (McGee & Martin, 2011;Murphy et al, 2007), heighten their anxiety (Forbes et al, 2015;Schmader et al, 2009), and foment distrust (Cohen & Steele, 2002).…”