Exploring the Moderating Effects of Racial/Ethnic Socialization, Academic Motivation and African American Identity on the Relation Between Microaggressions and Mattering of African American Students at Predominantly White Institutions

Exploring the Moderating Effects of Racial/Ethnic Socialization, Academic Motivation and African American Identity on the Relation Between Microaggressions and Mattering of African American Students at Predominantly White Institutions
Author: Lawrence Joseph Chatters
Publisher:
Total Pages: 0
Release: 2018
Genre: African American college students
ISBN: 9780438295452

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African Americans remain underrepresented in higher education (Thompson, Gorin, & Chen, 2006) and experience subtle forms of racism called microaggressions (Sue et. al, 2007). The impact of microaggressions in post-secondary institutions may manifest in the achievement gaps that exist between African American and White people; moreover, they may influence the inequitable treatment of African American students by staff, teaching assistants and faculty (Ancis, Sedlacek, & Mohr, 2000; Becker & Luther, 2002). 108 African American undergraduate students at three Predominantly White Institutions (PWIs) participated. The current study employed an online survey to explore relationships of microaggressions, racial/ethnic socialization, African American racial identity, academic motivation, and mattering of African American students at PWIs, including moderating relationships. Generally, results demonstrated the following significant relationships: experiences of microaggressions were negatively related to a sense of belonging on campus and the belief that instructors were invested in their success; feeling valued on campus was significantly related to experiences of microaggressions; receiving racial stereotype messages about the cynicism of white people was negatively related to the perception that they mattered to instructors; receiving messages of racial protection and cultural insight was positively related to experiences of microaggressions. There were a number of significant relationships between mattering and intrinsic and extrinsic academic motivation. Of particular interest was a negative relationship between amotivation, mattering to instructors, and students perception that they do not belong on campus. Intrinsic motivation to experience stimulation was positively related to microaggresisons. Students' belief that others on campus regarded their culture positively was negatively associated with microaggressions Students' highly held regard for their African descent was positively associated with microaggressions. Moreover, Black Identity Nationalist Ideology significantly moderated the negative relationship between microaggresisons and mattering to instructors. The findings of the current study are an important contribution to the existing literature regarding the experiences of African American college students at PWIs. Recommendations based on the results of the current study are provided for administrators and clinicians who work with African American college students.

Exploring the Relationship Between Racial Identity, Microaggressions, and Academic Outcomes Among African American Students in the Classrooms of a Predominantly White Campus

Exploring the Relationship Between Racial Identity, Microaggressions, and Academic Outcomes Among African American Students in the Classrooms of a Predominantly White Campus
Author: Andrea M. Fernandez
Publisher:
Total Pages: 157
Release: 2014
Genre: Academic achievement
ISBN:

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"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."--Abstract from author supplied metadata.

Racial Socialization and Its Moderating Effects on Microaggressions

Racial Socialization and Its Moderating Effects on Microaggressions
Author: Jusiah L. Prowell
Publisher:
Total Pages: 0
Release: 2017
Genre: African American college students
ISBN:

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The purpose of this research was to examine the relationship between racial socialization, and how it mitigates the distress caused by microaggressions. Although overt racism is no longer socially acceptable, racism still occurs in a covert form called microaggressions. Research has shown that microaggressions causes negative effects on its’ victims the same as overt racism. Also, literature has shown microaggressions in the classroom and on college campuses cause feelings of isolation and inferiority in college students. Racial socialization is the process of being immersed in one’s culture to strengthen against negative factors. The construct of racial socialization is the idea of creating cultural defenses against discrimination and racism. The target population of this study was African American students at Abilene Christian University. Participants took the Racial and Ethnic Microaggressions scale to assess their level of perceived microaggression. The Teenager Experience of Racial Socialization scale assessed their level of racial socialization. Finally, the participants took the Kessler 10 distress scale, which assessed their level of distress. The participant took the surveys through Surveymonkey. The data was analyzed using correlational methods. The results showed the frequencies of microaggressions that occurred. The top three microaggressions from each subscale were displayed. Also, the results showed no correlation between microaggressions and distress. As well as, a positive relationship between racial socialization and distress. These findings were counter to expectation. The relationship between racial socialization and microaggressions must be further examined to better understand the factors that create a positive relationship. The examination of the role perceptions of microaggressions plays in its’ effect on the victim should be examined in further studies.

The Relationship Between Racial Microaggression and Mental Health Outcomes Among African American College Students

The Relationship Between Racial Microaggression and Mental Health Outcomes Among African American College Students
Author: Nancy M. Nealious
Publisher:
Total Pages: 194
Release: 2016
Genre: Adjustment (Psychology)
ISBN:

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Racial microaggressions are subtle verbal, behavioral, and environmental racial slights occurring in the everyday lives of minorities that are frequently associated with negative mental health outcomes (e.g., depression, anxiety). This study explored the potential buffering and explicative effects of Black racial identity and spirituality on the mental health outcomes (psychological well-being and coping) of African American undergraduate and graduate students who experienced racial microaggressions. Results of the study found that five of the six subtypes of racial microaggressions, excluding Denial of Individual Racism, were negatively correlated with an Acceptance form of coping, while racial microaggression subtypes Ascription of Intelligence, Assumption of Criminality, and Assumed Superiority of White Culture were positively correlated with Negative Affect. Spirituality was not found to act as a buffer. However, the racial identity profile Pre-encounter Self-Hate (PSH) was found to mediate the relationship between the racial microaggression subtype Myth of Meritocracy and Negative Affect. Women utilized self-distraction to cope with racial microaggressions more than their male counterparts. Overall, this study draws attention to specific racial microaggression subtypes that are particularly salient for Black students in higher education. Findings also suggest further research to understand (1) the impact of microaggressions on Black graduate students and (2) possible protective factors for Black students at Christian Colleges who experience racial microaggressions. Keywords: racial microaggressions, racial identity, mental health, Black American.

Racial Socialization and Its Moderating Effecrts on Microaggressions

Racial Socialization and Its Moderating Effecrts on Microaggressions
Author: Jusiah L. Powell
Publisher:
Total Pages: 49
Release: 2017
Genre: African American college students
ISBN:

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The purpose of this research was to examine the relationship between racial socialization, and how it mitigates the distress caused by microaggressions. Although overt racism is no longer socially acceptable, racism still occurs in a covert form called microaggressions. Research has shown that microaggressions causes negative effects on its’ victims the same as overt racism. Also, literature has shown microaggressions in the classroom and on college campuses cause feelings of isolation and inferiority in college students. Racial socialization is the process of being immersed in one’s culture to strengthen against negative factors. The construct of racial socialization is the idea of creating cultural defenses against discrimination and racism. The target population of this study was African American students at Abilene Christian University. Participants took the Racial and Ethnic Microaggressions scale to assess their level of perceived microaggression. The Teenager Experience of Racial Socialization scale assessed their level of racial socialization. Finally, the participants took the Kessler 10 distress scale, which assessed their level of distress. The participant took the surveys through Surveymonkey. The data was analyzed using correlational methods. The results showed the frequencies of microaggressions that occurred. The top three microaggressions from each subscale were displayed. Also, the results showed no correlation between microaggressions and distress. As well as, a positive relationship between racial socialization and distress. These findings were counter to expectation. The relationship between racial socialization and microaggressions must be further examined to better understand the factors that create a positive relationship. The examination of the role perceptions of microaggressions plays in its’ effect on the victim should be examined in further studies.

The Impact of Racial Identity on Perceived Microaggressions, Racial Socialization and Psychological Outcomes

The Impact of Racial Identity on Perceived Microaggressions, Racial Socialization and Psychological Outcomes
Author: Terrence Harper II
Publisher:
Total Pages: 90
Release: 2014
Genre: African Americans
ISBN:

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The negative psychological consequences of racial prejudice and discrimination in the lives of African Americans have been well documented. Recently, researchers have investigated how racial identity status attitudes may influence the perception of discrimination (i.e., it has been suggested that racial identity may act as a buffer against experiencing negative affect as a consequence of exposure to racial discrimination). While this hypothesis has received increased attention in the literature of late, current studies testing said hypothesis have not examined this association by using the recent advances in the conceptualization of subtle discrimination (i.e., microaggressions). As such, the purpose of this study was to examine whether racial identity status attitudes moderate the relationship between perceived discrimination (quantified using the Racial and Ethnic Microaggressions Scale) and psychological functioning. A secondary hypothesis was that racial identity would mediate the relationship between racial socialization and psychological functioning. The study recruited 153 African American participants from undergraduate psychology courses at a medium sized Midwestern university. We found that racial identity attitudes moderated the association between the experience of microaggressions and endorsing symptoms of general psychological distress. Additionally, racial identity was found to partially mediate the association between racial socialization and psychological functioning.

Handbook of African American Psychology

Handbook of African American Psychology
Author: Helen A. Neville
Publisher: SAGE Publications
Total Pages: 585
Release: 2008-11-12
Genre: Psychology
ISBN: 1483350177

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The Handbook of African American Psychology provides a comprehensive guide to current developments in African American psychology. It presents theoretical, empirical, and practical issues that are foundational to African American psychology. It synthesizes the debates in the field and research designed to understand the psychological, cognitive, and behavioral development of African Americans. The breadth and depth of the coverage in this handbook offers both foundational material and current developments. Although similar topics will be covered in this text that are included in other works, this will be the only work in which experts in the field write on contemporary debates related to these topics. Moreover, the proposed text incorporates other issues that are typically not covered in related books. The contributing authors also identify gaps in the literature and point to future directions in research, training, and practice. Key Features: Contains the writings of renowned editors and contributors: The most well-respected and accomplished editors and authors in the area of African American psychology, and psychology in general, have come together to lend their expert analysis of issues and research in this field. Designed for course use: With a consistent format from chapter to chapter and sections on historical development, cutting-edge theories, assessment, intervention, methodology, and development issues, instructors will find this handbook appropriate for use with upper-level undergraduate and graduate-level classes Offers unique coverage: The authors discuss issues not typically found in other books on African American psychology, such as ethics, certification, the gifted and talented, Hip-Hop and youth culture, common misconceptions about African Americans, and within-group differences related to gender, class, age, and sexual orientation.

Potential Moderators of the Relation Between Microaggressions and Mental Health Among Racial and Ethnic Minority College Students

Potential Moderators of the Relation Between Microaggressions and Mental Health Among Racial and Ethnic Minority College Students
Author: Abigail Demianczyk
Publisher:
Total Pages: 103
Release: 2015
Genre:
ISBN:

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In the US, racial and ethnic minority individuals have higher rates of many psychological and physical health problems than Whites, and the experience of racial discrimination may partially explain these disparate health statistics. Given the harmful nature of discrimination, minority individuals may utilize a number of psychological resources to cope with and diminish the negative impact associated with the experience of discrimination. The current dissertation investigated the impact of modern day, subtle forms of discrimination referred to as microaggressions. Prior research has illustrated that the experience of perceived racism and microaggressions plays an important role in the physical and mental health of ethnic minority individuals. The current study explored subtypes of microaggressions and the rates at which different minority groups experience these microaggressions; the concurrent impact of different microaggressions on psychological health outcomes (i.e., symptoms of anxiety, depression, and substance use); the moderating role of coping strategies (i.e., ethnic identity formation, social support) on the relation between the experience of specific microaggressions and psychological health; potential racial or ethnic differences related to main effects of microaggressions on psychological health; and significant interactions between the potential moderators (i.e., racial identity formation and social support) and the experience of microaggressions. Results of the present study indicate that first, minority individuals report experiencing significantly more microaggressions than non-minority participants. Additionally, the experience of microaggressions varied by minority group identification. Second, the experience of microaggressions was associated with higher rates of problematic alcohol use, as well as symptoms of anxiety and depression. Third, aspects of racial/ethnic identity formation and social support were associated with lower rates of problematic alcohol use (but not anger or anxiety or depressive symptoms) among individuals who experienced microaggressions, suggesting a potential buffering effect of these moderators Finally, some racial differences in the correlation between these moderating variables and microaggression variables were found, which suggests that there are likely racial differences in the way that racial/ethnic identity formation and social support can be protective. Future research is needed to increase understanding of racial and ethnic differences in the protective nature of identity formation, social support, and other potential coping strategies. Clinical implications are discussed.

School Connectedness as a Moderator Between Racial Microaggressions and Academic Performance for African American High School Students

School Connectedness as a Moderator Between Racial Microaggressions and Academic Performance for African American High School Students
Author: Courtney J. Wilson
Publisher:
Total Pages: 124
Release: 2017
Genre: Academic achievement
ISBN:

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Racial microaggressions are subtle, often unconscious, words or actions that demean African Americans (Sue et al., 2007). The impact of racial microaggressions may not be seen, and so it is important to study potential long-term consequences such as academic performance. This study addressed an identified gap in the literature on the relationship between racial microaggressions and academic performance among African American high school students. A quantitative design was used to study the relationship between racial microaggressions and academic performance, and school connectedness as a moderating variable of this relationship. There were 417 high school students who completed the surveys. Of those students, 81 were used for the data analysis in this study because they identified as African American or Black. Results indicated that experience of racial microaggressions (from peers or from school staff) did not correlate with academic performance (GPA). Additionally, school connectedness was not found to moderate this relationship. Female students indicated more experiences with racial microaggressions than male students. Also, school connectedness was correlated with racial microaggressions such that the more racial microaggressions that students reported, the less connected they felt to the school. Furthermore, perceived racial microaggressions by school personnel were correlated with microaggressions by peers, indicating the more experiences students had of microaggressions by adults, the more they had by their peers. These results illustrated the importance of understanding students’ experiences and their environment in the school setting. Counseling implications and areas for future research are addressed and discussed.

Examining how Microaggressions Impact African American College Students Studying at Predominantly White Institutions

Examining how Microaggressions Impact African American College Students Studying at Predominantly White Institutions
Author: Courtney Green
Publisher:
Total Pages: 52
Release: 2017
Genre:
ISBN:

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Microaggressions, or subtle forms of racial discrimination, are making campus climate increasingly uncomfortable for minority students. Inclusion is stressed in collegiate education yet instances of discrimination still occur. Focus groups were conducted to examine the relationship African American students who study at predominately white institutions have with microaggressions. Reactions were classified into six major themes: benefit of the doubt, power judgments, stress from subtly, institutional overaccommodation, stereotypical assumptions, burden of confrontation, and fear as aggressor.