Racial Microaggressions and African American Undergraduates’ Academic Experiences: Preparation for Bias Messages as a Protective Resource

Abstract

Using a sample of 108 African American undergraduates at a minority serving institution, this quantitative study investigated the relationships among aspects of parental racial socialization messages, on-campus racial microaggressions, and academic outcomes. The analysis indicated a negative relationship between academic inferiority microaggressions and school belonging. Results showed a positive intercorrelation between the academic outcomes (academic engagement and school belonging). Findings from multiple linear regressions, using Hayes PROCESS model, revealed the frequency of receiving preparation for bias messages (PBM) moderated the relationship between academic engagement and academic inferiority microaggressions. For undergraduates who reported receiving a low amount of PBM from their parents, experiencing high amounts of academic inferiority microaggressions predicted lower academic engagement. In contrast, among students who reported receiving a high amount of PBM, experiencing more academic inferiority microaggressions predicted higher academic engagement. These results indicated PBM can serve as a protective factor for the extent to which African American undergraduates’ academic engagement is harmed by experiences of academic-related racial microaggressions.