The Relationship between Racial Microaggressions and Academic Self-Efficacy Among College Students of Color

Abstract

Research suggests that people of color are at-risk of facing racial microaggressions. In the context of schools, students who are recipients of microaggressions have reported either significantly improved or impaired levels of academic self-efficacy. The purpose of this study is to inform school psychologists of potential social influences of academic self-efficacy (i.e., resilience, microaggressions) and how academic self-efficacy may relate to experiencing school-related microaggressions. Specifically, this study examined whether students of color are at-risk of lower academic self-efficacy due to possible experience with microaggressions and whether perceived resilience, community involvement, or family supports moderate the relationship. Freshman students at East Carolina University in Greenville, NC were recruited to participate in this study. Participants of color neither reported significant experiences with microaggressions, nor low levels of academic self-efficacy. Overall, there were no significant differences in academic self-efficacy between White students and students of color, and both group ratings were slightly above average. In addition, students of color reported higher levels of resilience than their White counterparts. However, there were significant associations between perceived resilience and reported experiences of microaggressions. Future researchers should continue to explore influencing factors of resilience and academic self-efficacy in efforts to support college level students of color.