Date of Conferral
10-21-2026
Date of Award
October 2026
Degree
Ph.D.
School
Counselor Education and Supervision
Advisor
Melinda Haley
Abstract
Black graduate counseling students may experience racial microaggressions and diminished belonging that can affect their academic experiences; however, limited research has examined how these factors relate to academic achievement. The purpose of this nonexperimental, cross-sectional quantitative study was to examine the extent to which racial microaggressions, sense of belonging, and degree level predicted academic achievement among Black graduate counseling and counselor education students. Guided by critical race theory and microaggressions theory, the study addressed whether these variables predicted students’ grade point averages. Survey data were collected from 102 Black master's and doctoral students who had completed at least one year of study, and nested multiple regression was used to analyze the data. Results indicated that racial microaggressions, sense of belonging, and degree level did not significantly predict academic achievement, with the model explaining little variance in GPA (R² = .045). Although the findings were not statistically significant, they underscore the importance of understanding racialized experiences and campus climate in graduate education and support efforts to strengthen belonging and mentorship. Implications for positive social change include promoting more equitable and supportive academic environments for Black graduate students.
Recommended Citation
Ben, Carnesha E., "Examining the Relationships Between Racial Microaggressions, Sense of Belonging, and Academic Achievement for Black Graduate Counseling Students" (2026). Walden Dissertations and Doctoral Studies. 20934.
https://scholarworks.waldenu.edu/dissertations/20934
