Moderating Role of Academic Major on Race-Related Stress and Performance in Black College Students

• In Event: Navigating Identity, Equity, and Cultural Narratives in Education

Abstract

Black students at predominantly White institutions (PWIs) often face institutional race-related stressors (IRRS) that can negatively affect academic performance. These include underrepresentation and discriminatory faculty interactions, often compounded by gendered experiences. While prior research has primarily focused on Black students in STEM, less is known about how other academic majors may shape the relationship between IRRS and GPA. This study examines whether academic major moderates the IRRS and GPA relationship among 375 Black college students, using an intersectional lens to explore gender differences. We used an intra-categorical, descriptive-analytic approach, employing ANOVA and multivariate linear regression. Findings inform future research and best practice on how major selection, IRRS exposure, and academic outcomes intersect for Black college students at PWIs.

Authors

• Sydney A Defrietas, The College of New Jersey

• Adaurennaya C. Onyewuenyi, The College of New Jersey