Academics
Besides allowing whites to presume the academic abilities of Black students, negative racist assumptions also affect the academic performance of these students (Hubain 2016; Harper 2009; Harper 2015; Solórzano et al. 200l). According to Solórzano et al., several students reported the way “racial microaggressions had affected their academic performance in overt ways such as pushing them to drop a class, changing their major and even leaving the university to attend school elsewhere” (Solórzano et al. 2000: 69). Specifically, one African American female student reported changing her major to English after being upset and tired of having to fight through the racism she experienced in her science courses (Solórzano et al. 2000).
In Hubain et al.’s study of graduate students, they found that experiences with racial microaggressions, racism, and white supremacy (Bondi 2013) lead some students to drop-out or transfer (Borum and Walker 2012; Clark et al. 2012; Gildersleeve et al. 2011; Suarez-Balcazar et al. 2003; Truong and Museus 2012). Overall, Solórzano et al.’s findings illuminate the cumulative effects of racial microaggressions on students’ sense of belonging and academic performance. …show more content…
Others told of how their White peers rendered them invisible in study groups because they assumed Blacks had nothing to contribute, how several White professors perceived them to be inferior, and how they had to prove their intellectual aptitude more often than did their White classmates. Furthermore, students in the study described the tokenism they endured, as well as the frequency with which they were forced to dispel stereotypes about Black culture. Being asked if all Blacks enjoy fried chicken was one example a participant offered (Davis et al. 2004; Harper 2015:
Besides allowing whites to presume the academic abilities of Black students, negative racist assumptions also affect the academic performance of these students (Hubain 2016; Harper 2009; Harper 2015; Solórzano et al. 200l). According to Solórzano et al., several students reported the way “racial microaggressions had affected their academic performance in overt ways such as pushing them to drop a class, changing their major and even leaving the university to attend school elsewhere” (Solórzano et al. 2000: 69). Specifically, one African American female student reported changing her major to English after being upset and tired of having to fight through the racism she experienced in her science courses (Solórzano et al. 2000).
In Hubain et al.’s study of graduate students, they found that experiences with racial microaggressions, racism, and white supremacy (Bondi 2013) lead some students to drop-out or transfer (Borum and Walker 2012; Clark et al. 2012; Gildersleeve et al. 2011; Suarez-Balcazar et al. 2003; Truong and Museus 2012). Overall, Solórzano et al.’s findings illuminate the cumulative effects of racial microaggressions on students’ sense of belonging and academic performance. …show more content…
Others told of how their White peers rendered them invisible in study groups because they assumed Blacks had nothing to contribute, how several White professors perceived them to be inferior, and how they had to prove their intellectual aptitude more often than did their White classmates. Furthermore, students in the study described the tokenism they endured, as well as the frequency with which they were forced to dispel stereotypes about Black culture. Being asked if all Blacks enjoy fried chicken was one example a participant offered (Davis et al. 2004; Harper 2015: