“I Am the Datum”: Microaggressions, Coping, and Well-Being among Black Ph.D Students

Abstract

This qualitative study examines how Black Ph.D. students experience microaggressions, the emotional and academic impact of these encounters, and the coping strategies they use to navigate them. Based on sociodemographic surveys, journal entries, and interviews with 55 Black Ph.D. students across the United States, this study identifies five key types of microaggressions: (1) interpersonal (e.g., having one’s authority challenged due to perceived incompetence), (2) vicarious (e.g., hearing about or witnessing microaggressions toward others), (3) environmental (e.g., limited presence of Black faculty members in the department), (4) anticipatory (e.g., expecting to encounter some degree of bias), and (5) ambiguous (e.g., experiencing uncertainty over whether bias was involved). Students reported emotional impacts that ranged from sadness, anger, discomfort, and annoyance, alongside academic impacts including uncertainty about pursuing a future in academia, disengagement from class discussions, and a sense of being surveilled in their career choices. To manage these stressors, students employed nuanced coping strategies, including validation from social support networks, vigilant coping, and connecting with cultural communities. Building on these findings, this study considers implications for higher education and policy; specifically, recommendations around diverse syllabi, interdisciplinary mentorship networks at universities, and safe feedback systems to address the microaggressions Black Ph.D. students encounter. I also highlight the broader significance of centering Black Ph.D. students in research, noting that understanding their graduate school experiences can offer insights into how they approach their diverse career paths after graduation.