Academic affect shapes the relationship between racial discrimination and longitudinal college attitudes
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Academic affect shapes the relationship between racial discrimination and longitudinal college attitudes Myles I. Durkee1 · Tiani R. Perkins1 · Elan C. Hope2 Received: 6 December 2019 / Accepted: 27 October 2020 © Springer Nature B.V. 2020
Abstract Underrepresented racial minority college students attending predominantly White institutions disproportionately experience school-based racial/ethnic microaggressions, which can impede college satisfaction and college graduation rates. This study examines the longitudinal implications of school-based racial/ethnic microaggressions on college attitudes (e.g., college satisfaction and graduation expectations). The study also compares the mediating roles of academic achievement (GPA) and academic affect (feelings toward academic experiences). Among a sample of 437 Black and Latinx college students attending five universities in the Midwestern United States, results indicated that academic affect, but not academic achievement, mediated the relationship between school-based microaggressions and graduation expectations. Additionally, school-based discrimination indirectly predicted lower college satisfaction through a negative impact on academic affect. Overall, more frequent exposure to school-based discrimination in college led to lower academic affect, which in turn, predicted lower graduation expectations and lower college satisfaction. These findings highlight the powerful role of academic affect in explaining how racial discrimination impairs graduation expectations and college satisfaction over time. Implications and policy recommendations regarding the impact of racial discrimination on underrepresented minority college students are further discussed. Keywords Academic achievement · Academic affect · College graduation · College satisfaction · Racial/ethnic microaggressions
Myles I. Durkee and Tiani R. Perkins have contributed equally to this manuscript * Myles I. Durkee [email protected] 1
Department of Psychology, University of Michigan, Ann Arbor, MI, USA
2
Department of Psychology, North Carolina State University, Raleigh, NC, USA
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1 Introduction Since 1996, Latinx and Black undergraduate enrollment in the U.S. has increased by 240% and 72% respectively (Shapiro et al. 2017). However, Latinx and Black students take longer to complete undergraduate degrees and have higher drop-out rates than White students (Shapiro et al. 2017). Racial/ethnic microaggressions, a form of racial discrimination experienced on a daily basis, uniquely hinder the academic achievement, college satisfaction, and academic self-esteem of underrepresented racial minority (URM) students (Chavous et al. 2008; Nadal et al. 2014). These experiences may also negatively impact college attitudes that are crucial for sustained academic success (Strayhorn 2009), but the academic consequences of racial/ ethnic microaggressions among high achieving URM students remain unclear. The current study examines this gap in the literature and evaluates
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