Forms of discrimination at both the societal and institutional level influence how racialized students view themselves and interact within higher education settings. The self-regulated learning (SRL) frameworks are student development models that seek to incorporate personal goals and motivations with perceptions of learning context expectations and goal structures (Karbenick & Newman, 2014). Learners successfully engaging in the self-regulated learning process are more likely to seek feedback and guidance with the goal of becoming more autonomous (Clarebout et al., 2010; Ryan et al., 2001). Academic help-seeking (AHS) is a fundamental skill for the performance and success of students within higher education settings. AHS is a form of adaptive behavior that helps students overcome learning challenges (Mihlon, 2010; Roussel et al., 2011; Ryan & Shim, 2012), which often results in higher grades (Ryan et al., 2005). HSB is a valuable adaptive skill that college graduates need to transition into various job markets that require effective collaboration and teamwork (Järvelä, 2011). Experiencing various forms of discrimination is predicted to significantly disrupt SRL processes. Specifically, perceived discrimination can lead to increased perceived threat of negative evaluation from others and decreased motivations to persist and achieve in educational contexts. Institutions have a responsibility to do what they can to mitigate any negative psychological, social, and academic effects of racial discrimination, but research is needed to identify detrimental mechanisms among different racial subgroups. An understanding of psychological factors related to academic help-seeking is essential for designing effective initiatives aimed at promoting these behaviors across student populations. Findings have the potential to identify specific mechanisms by which discrimination against BIPOC students within a higher education setting negatively influences academic performance and outcomes.
