Undergraduate African–American student’s experience of racial microaggressions on a primarily white campus

Datos Bibliográficos

ID13017271
AutoresKyle Jordan Brezinski (University of Toledo, autor de correspondencia), John Laux (0000-0002-3551-8593, University of Toledo), Christopher P Roseman (University of Toledo), Caroline O’hara (0000-0001-7148-6317, Syracuse University), Shanda Gore (University of Toledo)
Año2018
Volumen12
Número3
Páginas267-277
Fecha de publicación2018-06-25
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal for Multicultural Education (JOURNAL)
Identificadores de la revistaISSN: 2053-535X • E-ISSN: 2053-5368
EditorialEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/jme-06-2017-0035
OpenAlexW2811254295
IdiomaEN
Citas recibidas1
Referencias citadas22

Purpose The purpose of this study is to investigate the relationship between African–American undergraduate students, racial microaggressions (RMAs) and college retention rates. Design/methodology/approach Data were obtained from a survey given out to African–American undergraduate students, recruited from a large, midwestern, predominantly white public university ( n = 53). Findings The results indicate that students did experience a wide range of microaggressions. Furthermore, the data revealed a statistically significant relationship between the participants’ perceptions that others viewed them as if they were foreigners and did not belong to the place and the participants’ thoughts about dropping out during the ongoing semester [ r (51) = 0.338, p = 0.05]. The results suggest that African–Americans frequently experience RMAs while on campus but these experiences are not significantly tied to their intentions to complete the ongoing semester or return for the subsequent semester. Practical implications This study shows that African–American students felt disconnected from the campus that they attend. This information may allow for faculty and staff members to assist in making students feel more welcomed and included in the classroom and on campus. Originality/value This is one of the few studies to provide evidence of the relationships between African–American undergraduate students, RMAs and college retention rates. In addition, most studies looking at the relationship between RMAs and retention are qualitative in nature. The use of a quantitative approach helps us eliminating possible observer bias and increasing sample size

African american · Medical education · Originality · Pedagogy · Sociology · White (mutation · Critical Race Theory in Education · Higher Education Research Studies · Medicine · Psychology · Racial and Ethnic Identity Research · Social Psychology