UC Santa Cruz

The present study analyzed the effect of individual and contextual differences on Black emerging adults’ (EAs’) attributions of discriminations to three racial microaggressions (RMA) themes. A number of past studies have proposed that ethnic/racial identity (ERI) associates with perceptions of discrimination in Black EAs. Most of this work uses composite discriminatory scale scores, or a single behavioral manipulation of a confederate. These methods do not allow for a nuanced understanding of the role between particular RMAs and Black EAs perceptions of discrimination at the university. Thus, the present study focused on Black EAs attributions of discrimination to RMAs posited to cause Black EAs’ distress and isolation in university classrooms.

This study assessed the correlation between multiple dimensions of ERI and Black EAs’ class standing (frosh/sophomore vs. junior/senior) to determine their relationships to discriminatory attributions, and psychological well-being. Secondly, the current study employed an experimental design to systematically explore how differences in race (Black or White) and role/status (peer or professor) influenced Black EAs’ discriminatory attributions. Results revealed that attributions of discrimination were linked to varying dimensions of ERI; however, the dimensions varied based on the RMA theme. Moreover, there is evidence that juniors and seniors differed from frosh and sophomores in how race and role impacted their discriminatory attributions. Also, White perpetrators were reported as significantly more discriminatory than Black perpetrators in two of the three RMA themes. In contrast, the current results suggest that Black professors may be viewed more discriminatory if they perpetuate RMAs that express negative attitudes regarding the intelligence of their Black students. Finally, results show that Black EAs may be especially susceptible to RMAs from Black peers, given that Black EAs reported the lowest psychological well-being in this condition.

In conclusion these findings provide a more nuanced understanding of the links between Black ERI, class standing, and the influence of perpetrators role and race on discriminatory attributions and psychological well-being. Moreover, these findings may offer promising evidence of Black EAs’ resilience when experiencing RMAs in cross racial interactions, and point to a greater need to explore Black EAs’ experiences with RMAs within their ethnic/racial groups.