Understanding African American College Students' Cognitive Engagement: The Role of Racial Microaggression

• In Event: 68.033 - Diversity and Campus Climate: Race, Religion, and Civic Engagement

Abstract

The study examined how African American college students’ interaction with faculty affects their cognitive engagement. Using Astins’ student involvement theory, we offer a theoretical argument about the role of racial microaggression to explain the effects of faculty-student interactions on the cognitive engagement of African American students. Cognitive engagement is a general gauge for measuring intellectual outcomes. Studies show that individuals with higher cognitive engagement are better in communication skills, reasoning, and learning abilities and are more likely to be objective when facing dilemmatic or imperfect situations. The findings show that course clarity and organization, interest in teaching and student development, and quality of out-of-class interaction discourage African American students’ desire for a positive and meaningful cognitive engagement.

Authors

• Weilin Chen, University of Iowa

• Elizabeth Getachew, The University of Iowa