Date of Conferral

1-20-2026

Date of Award

January 2026

Degree

Ph.D.

School

Psychology

Advisor

Leslie Barnes-Young

Abstract

African American college students attending predominantly White institutions (PWIs), such as Old Dominion University, face challenges, including experiences with microaggressions and limited engagement opportunities, which may affect their persistence. The purpose of this study was to examine whether racial identity and microaggressions moderate the relationship between student engagement, satisfaction, and persistence among African American students at a PWI. Cross’s theory of nigrescence served as the theoretical framework for understanding African American racial identity development. A quantitative, non-experimental design was employed. Data were collected from 50 African American undergraduate students using standardized instruments measuring racial identity, microaggressions, engagement, satisfaction, and persistence. Analyses were conducted with JASP using a multivariate linear regression model. Results revealed statistically significant findings (p < .05), indicating that racial identity positively moderates the relationship between racialized experiences and outcome expectations, particularly persistence. These findings suggest that the development of a strong racial identity may serve as a protective factor for African American students navigating racially challenging environments at PWIs. For African American students, fostering supportive environments, including mentorship programs, role model visibility, and community-building initiatives tailored to African American students. Such interventions may enhance engagement, satisfaction, and persistence for students of color at PWIs.

Download

Share

 
COinS