Addressing Racial Microaggressions to Improve the Academic Achievement of Underrepresented Racial Minority Students
College
College of Education & Professional Studies (Darden)
Department
Teaching and Learning
Graduate Level
Doctoral
Graduate Program/Concentration
Teaching and Learning
Presentation Type
Oral Presentation
Abstract
The United States is experiencing rapid growth in its African-American, African, Hispanic, Asian, and multiracial populations. This population often referred to as underrepresented racial minorities (URM) will be the majority in America by 2044 and will constitute 56% of America’s population by 2060. The changing dynamics of the racial composition of the United States have led to an increase in the number of students from underrepresented racial minority groups. According to the National Center for Education Statistics, in 2015, the population of students in higher education institutions nationwide comprised 42% of students from underrepresented racial minority groups. URM students face unique challenges in higher education institutions due to institutional practices, cultural bias, and systemic inequities that do not recognize their diverse backgrounds and needs. Recently, racial microaggressions have become a growing issue of concern in institutions of higher education because of its detrimental impacts on the mental health and academic achievement of URM students. Racial microaggression is a subtle form of discrimination that is perpetuated intentionally or unintentionally against URM. These behaviors create barriers to inclusion, belonging, and equitable academic achievement. The paper examines the impact of racial microaggressions on the academic success and mental health of URM students, including diminished self-esteem, reduced participation, decreased academic performance, and disengagement from educational opportunities. The paper proposes interventions such as race socialization, counter spaces, cultural competence training, and mentorship to address microaggressions and foster an inclusive campus environment.
Keywords
Microaggression, Underrepresented racial minority, Diversity, Equity, and Inclusion
Addressing Racial Microaggressions to Improve the Academic Achievement of Underrepresented Racial Minority Students
The United States is experiencing rapid growth in its African-American, African, Hispanic, Asian, and multiracial populations. This population often referred to as underrepresented racial minorities (URM) will be the majority in America by 2044 and will constitute 56% of America’s population by 2060. The changing dynamics of the racial composition of the United States have led to an increase in the number of students from underrepresented racial minority groups. According to the National Center for Education Statistics, in 2015, the population of students in higher education institutions nationwide comprised 42% of students from underrepresented racial minority groups. URM students face unique challenges in higher education institutions due to institutional practices, cultural bias, and systemic inequities that do not recognize their diverse backgrounds and needs. Recently, racial microaggressions have become a growing issue of concern in institutions of higher education because of its detrimental impacts on the mental health and academic achievement of URM students. Racial microaggression is a subtle form of discrimination that is perpetuated intentionally or unintentionally against URM. These behaviors create barriers to inclusion, belonging, and equitable academic achievement. The paper examines the impact of racial microaggressions on the academic success and mental health of URM students, including diminished self-esteem, reduced participation, decreased academic performance, and disengagement from educational opportunities. The paper proposes interventions such as race socialization, counter spaces, cultural competence training, and mentorship to address microaggressions and foster an inclusive campus environment.