Gendered racial microaggressions and identity in the career development of Black women college students

Abstract

[EMBARGOED UNTIL 8/1/2024] In this study, Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994; 2000) was the theoretical framework to understand Black Women college students' career development process that included cultural (person and contextual factors). Due to Black Women embodying two historically oppressed and marginalized identities (gender and race), gendered racial identity salience and experiences of gendered racial microaggressions were included to explore their influence on Black Women college students' career decision self-efficacy and vocational outcome expectations. The relationships among the variables of interest were explored through both structural equation modeling analyses and path analyses, which highlighted areas for further examination at the measurement level. Results indicated that the degree that the frequency and stress associated with experiences of gendered-racial microaggressions decreased CDSE, it was indirectly associated with higher negative outcome expectations and lower positive outcome expectations. Therefore, for Black Women in the present study who reported more experiences and stress of gendered-racial microaggressions also experienced lower confidence in their abilities in the career decision-making process, and also reported fewer hopeful attitudes about the outcomes they expected within their career decision-making process, by reporting lower expectations for success and higher career decision-making difficulties.