Do microaggressions influence cognitive performance of racial minorities?

Abstract

Within the university setting, students from marginalized groups may be more likely to experience microaggressions and associated harmful effects than their White counterparts. This study investigated whether experiencing a racial microaggression hinders performance on a cognitive task among racialized students. Undergraduate students (n = 256) completed a demographic survey and then were randomly assigned to a racial microaggression or control condition in which they watched a video explaining a cognitive task (i.e., mental rotation), completed a mental rotation task, and completed ethnic identification, discomfort, and perceived discrimination measures. Racialized students had higher ethnic identification levels than White students. Further, students in the racial microaggression condition had increased discomfort and were more likely to perceive discrimination. Neither mental rotation task reaction time nor accuracy was affected by experiencing a microaggression. This study demonstrates that microaggressions within the classroom are perceived by students and have the potential to impact student well-being.