Exploring Racial Microaggressions in Baccalaureate Nursing Education: A Qualitative Descriptive Study

Abstract

Abstract AIM The purpose of this study was to examine how baccalaureate nursing students who identify as persons of color perceive the impact of racial microaggressions on academic integration, sense of belonging, and persistence to graduation. BACKGROUND In the United States, baccalaureate students with historically marginalized racial or ethnic identities experience higher attrition than White students. Racial microaggressions convey discriminatory messages and promote exclusion. METHOD Undergirded by Tinto’s institutional departure model, a qualitative descriptive study was conducted using semistructured interviews. Data were analyzed using Braun and Clarke’s thematic analysis. RESULTS All participants ( n = 15) experienced and/or witnessed racial microaggressions as nursing students, most commonly in the clinical setting by patients. Three themes emerged: microaggressions are common, burden of microaggressions, and desired solutions. CONCLUSION Experiencing racial microaggressions leaves students feeling unsafe, unheard, and ruminative. Nurse educators should validate students’ experienced reality and lead efforts for intervention.