Abstract
Racial microaggressions are offensive and intimidating actions toward people of color and occur everywhere, including academia. Select studies report 40% to 98% of students of color report experiences with microaggressions on campuses. The purpose of this study was to describe the experience of microaggressions for diverse graduate nursing students in the online educational environment and to identify faculty strategies to create an inclusive learning milieu. This descriptive qualitative study employed 12 diverse graduate nursing students who participated in individual interviews about racial microaggressions. Two researchers used thematic analysis to evaluate the qualitative data. Five relevant themes were (a) online classroom is a barrier for microaggressions, (b) requirement of profile pictures is a risk factor for microaggressions, (c) experiences of past microaggressions carries over to the present, (d) diverse online students are resourceful, and (e) the reality of microaggressions online. Participants' suggestions, literature evidence, and research findings informed decision/action modes to assist the nurse educator with culturally competent methods to improve online learning spaces and decrease microaggressions for diverse students.
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