JMIR Publications

ABSTRACT

Background. The number of international migrants continues to rise globally, particularly in countries belonging to the Organisation for Economic Co-operation and Development (OECD). This growing diversity presents sociopolitical challenges related to social cohesion, which are also reflected in academic settings. Objective. This integrative review aims to analyze and synthesize existing knowledge of racial aggressions, both macro and micro, experienced by students or as teaching staff (including lecturers and professors) from racialized people within university contexts in OECD countries. Methods. The review will follow the methodological framework proposed by Whittemore and Knafl [1], allowing for the inclusion of studies with diverse methodologies (quantitative, qualitative, and mixed methods). The review will be carried out in five distinct phases: (i) problem identification, (ii) literature search, (iii) data evaluation, (iv) data analysis, and (v) presentation of findings. A literature search will be conducted using electronic databases such as CINAHL, PubMed/MEDLINE, PsycINFO, Scopus/Web of Science, and Embase to identify studies addressing various forms of racial aggression in academic environments. The methodological framework of Whittemore and Knafl [1] will guide the entire review process, from study selection to data analysis and synthesis. The quality assessment of the studies included in this integrative review will be conducted using the Mixed Methods Appraisal Tool (MMAT) – 2018 version. This integrative review has been registered in Research Registry (11635; https://www.researchregistry.com/browse-the-registry/#home/registrationdetails/690b97538fb8310325a93b2d/ ). Expected Results. The integrative review will highlight the diversity, complexity, and manifestations of racial aggressions in university settings, offering a nuanced and comprehensive understanding of the phenomenon. Conclusion. The findings will inform future research on racial aggressions in higher education and contribute to the development of evidence-based prevention strategies. Ultimately, the review aims to support the enhancement of university policies and programs that promote inclusive environments and equitable access to resources and opportunities for all students and staff.