Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.

历史上就读于白人高等教育机构的黑人学生会遭受种族主义，种族微侵略，种族压力和随之而来的种族战斗疲劳（RBF； Franklin等人，2014）。我们检查了黑人咨询和临床研究生（BGS）在心理，生理和行为方面的RBF经历，包括他们在课堂，咨询和督导中的角色，以及性别和种族之间的RBF经历差异。参加者有57位辅导和临床研究生，他们被确定为单种族，混血儿或多种族黑人。对方差结果的单向重复测量分析表明，BGS在其在班级角色中经历了最高水平的RBF，男女之间的经历有所不同。