Pursuing Existence: Understanding Racial Microaggressions as Experienced by Post-Secondary American Indian Students

Despite decades of research documenting racial microaggressions across marginalized groups, American Indian post-secondary students (one of the smallest and most academically at-risk populations in higher education) have been almost entirely left out of the conversation. This qualitative descriptive study explored how American Indian post-secondary students understand and respond to racial microaggressions that cast doubt on their academic ability and potential for success. Using Microaggression Theory as the theoretical foundation, two research questions guided the study: (1) how American Indian post-secondary students come to understand the racial microaggressions they experience, and (2) how they respond to these racial microaggressions. Convenience sampling was used to recruit 10 AI/AN post-secondary students. Data were collected through semi-structured interviews and a focus group. Thematic analysis was used to analyze the data. Findings indicated that students' acknowledgment of negative experiences led to the recognition of racial microaggressions and increased awareness of limited institutional resources, which negatively affected their emotional well-being and academic success. Social support systems played a critical role in fostering resilience and determination, helping students respond to microaggressions. Participants also identified strategies for improvement, including the development of coping mechanisms, increased access to resources, and enhanced diversity and inclusion efforts on campus. These findings may assist higher education institutions in improving recruitment, retention, and completion rates of AI/AN students.