Title

Relationships Among Race, Racial Microaggressions, Academic Motivation, and Academic Self-efficacy

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D)

Department

Educational Psychology

Date of Award

Spring 2017

Abstract

The purpose of this study was to examine the relationships among race, racial microaggressions, academic motivation, and academic self-efficacy. Previous research has investigated the relationship between racism-related stress and academic motivation (Reynolds, Sneva, & Beehler, 2010). One form of racism-related stress is racial microaggressions. There are indications that racial microaggressions occur in the classroom, thus impacting the academic experiences of students (Suárez-Orozoco et al., 2015). This study surveyed (N = 107) post-secondary students using the Racial Microaggressions Scale, Academic Motivation Scale, and the College Academic Self-Efficacy Scale. The study tested the hypotheses that: students of color who reported lower frequencies of racial microaggressions will have high extrinsic academic motivation; students of color who report the highest frequency of racial microaggressions will be amotivated; students of color of differing racial backgrounds (African-American, Asian-American, etc.) will experience racial microaggressions at different levels of frequency; White students who reported lower frequencies of racial microaggressions will have high extrinsic academic motivation; White students of all types of academic motivation (intrinsically motivated, extrinsically motivated or amotivated) will experience similar frequency of racial microaggressions; students of color reporting the highest frequency of racial microaggressions will have the lowest college academic self efficacy; and White students’ frequency of racial microaggressions will have no impact on college academic self-efficacy. The findings of this study supported that dimensions of racial microaggressions do influence the academic lives of students through the relationship to academic motivation and college academic self-efficacy. Overall, the results supported the notion that the racial microaggression dimensions of invisibility and environment are predictors of college academic self-efficacy.

Advisor

Jennifer Schroeder

Subject Categories

Education | Educational Psychology

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