Impostor phenomenon among Black undergraduates: Contributions of microaggressions, gender, and school belonging.

OBJECTIVES: Racial microaggressions at predominantly White institutions (PWIs) are a major concern for Black undergraduates because these experiences evoke feelings of "otherness" and may contribute to growing impostor phenomenon beliefs (IP)-feelings of intellectual fraudulence where people question their academic abilities. School belonging (i.e., a sense of connection to one's academic institution) may be an important mediating factor that explains how racial microaggressions contribute to greater IP over time. Furthermore, these effects may be distinct for Black men and women, given their unique experiences at PWIs. METHOD: The current longitudinal study utilizes moderated-mediation analyses to examine these effects among 269 Black undergraduates (Mage = 19.71, SD = 2.36, 72% female) over a full academic year at a PWI. RESULTS: Findings indicate that racial microaggressions indirectly predicted increased IP over a 1-year period through a negative association with schools belonging to Black men but not for Black women. CONCLUSIONS: These findings highlight the importance of gender and school belonging when examining how racial stressors contribute to changes in IP beliefs. Implications for theory and policy recommendations for educators and stakeholders are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

An investigation of Jezebel stereotype awareness, gendered racial identity and sexual beliefs and behaviours among Black adult women.

Evidence suggests that the intersectional nature of Black women's race and gender identities influence their awareness of sexual scripts such as the hypersexual, Jezebel stereotype. This study examined the role of the Jezebel stereotype and Black women's identity beliefs on their sexual beliefs and behaviours. Specifically, we investigated the role of gendered racial identity beliefs on the relationship between Jezebel stereotype awareness and Black women's sexual behaviours (sexual assertiveness, sexual satisfaction, sexual guilt and attachment avoidance in relationships). A diverse national sample of Black women completed measures of gendered racial identity beliefs, Jezebel stereotype awareness and sexual behaviours. Black women who felt more positively connected to their Black woman identity reported greater sexual assertiveness and satisfaction. Consistent with past research, more awareness of the Jezebel stereotype was associated with higher sexual guilt and attachment avoidance. We discuss the enduring legacy of the Jezebel stereotype in relation to Black women's gendered racial identity beliefs, as well as the importance of promoting positive sexual beliefs and a sense of sexual agency among Black women in the USA.

Longitudinal Effects of the "Acting White" Accusation and Racial Identity Development Among Black College Students.

The "acting White" accusation (AWA) is a type of cultural invalidation that undermines the racial authenticity of Black youths. This study examines how the AWA and racial identity (RI) influence one another longitudinally during the transition to college for Black students. Findings were moderated by gender. For Black males, a negative feedback loop emerged for RI centrality where AWA experiences predicted lower centrality, which then predicted more AWA experiences over a 2-year period. Additionally, AWA experiences in high school predicted lower RI private regard for Black males and lower RI public regard for Black females during the first year of college. Implications and policy recommendations to address forms of cultural oppression such as the AWA are further discussed.