Roots Reset: Staying True to Yourself at a PWI

Walking onto a campus or into a classroom where very few people look like you can be both exciting and heavy. At a Predominantly White Institution (PWI), it’s easy to wonder if you really belong, especially when you face subtle slights (microaggressions), cultural isolation, or doubts about your abilities.

Here’s the truth: you are not here by accident. Your background, culture, and identity aren’t obstacles. They’re your power. A Roots Reset means reconnecting with who you are so you can stand tall in spaces not built with you in mind.

1. Remember the Data, Not the Doubt

If you’ve ever felt like you were experiencing bias or being underestimated, you’re not alone. Studies show that over 70% of minority students and trainees report facing discrimination or microaggressions during their training (Sudol et al., 2021). And research on minority stress confirms that repeated exposure to subtle and overt bias can impact mental health and performance (Bonifacino et al., 2021).

Translation: The problem is real. It’s systemic. Don’t internalize it as your fault.

2. Stay Rooted in Identity

Critical Race Theory (CRT) and postcolonial theory remind us that identity and lived experience are sources of wisdom (Chow et al., 2022). Small rituals can keep you grounded:

• Play the music you grew up with before class.

• Cook food that reminds you of home.

• Wear a bracelet, pin, or hoodie that represents your culture.

These aren’t “little things” — they’re your cultural armor.

3. Build Belonging, Don’t Wait for It

Waiting for belonging to “just happen” at a PWI can leave you isolated. Transformative learning theory shows that growth comes when we push against tension and build new communities (Vipler, 2020; Holdren et al., 2022).

Ways to build belonging:

• Join affinity groups or cultural orgs on campus.

• Connect with mentors who get your story (Campbell, 2017).

• Form your own “developmental network” — a group of peers, mentors, and allies who have your back (Campo, 2024).

  
  

4. Protect Your Mental Health

Research on minority stress shows repeated exposure to bias can increase depression, anxiety, and burnout (Bonifacino et al., 2021). Protect your peace:

• Journal or voice-note your experiences.

• Say no to the “minority tax” (feeling pressured to represent your whole community) when it drains you (Campbell, 2017).

• Seek counseling or peer spaces that honor cultural context.

  
  

5. Flip Microaggressions Into System Awareness

A microaggression is not proof you don’t belong — it’s proof the system has work to do. Programs that train students to respond or support one another show increased confidence and empowerment (Hill Weller et al., 2023).

Quick response options:

• Redirect: “What did you mean by that?”

• Reflect back: “That comment could come across as harmful.”

• Check in later: Support a peer who was targeted.

  
  

6. Know You’re Part of a Bigger Story

Studies on mentoring and representation show that when minorities see themselves reflected in faculty and leadership, persistence and success rise (Butler et al., 2022; Braun, 2016). Your presence paves the way for the next generation — whether you realize it or not.

Final Thought

A Roots Reset isn’t about shrinking yourself to fit in — it’s about showing up fully, with your history, your culture, and your brilliance intact. At a PWI, your roots are not baggage. They’re your fuel. You belong not despite them, but because of them.

References

• Bonifacino, Emily, et al. “Minority Stress Theory and the Experiences of Underrepresented Residents.” Journal of Graduate Medical Education, vol. 13, no. 4, 2021, pp. 543–549.

• Braun, Lundy. Breathing Race into the Machine: The Surprising Career of the Spirometer in American Medicine.University of Minnesota Press, 2016.

• Butler, Paris D., et al. “A Blueprint for Increasing Ethnic and Racial Diversity in U.S. Residency Training Programs.” Academic Medicine, vol. 97, no. 11, 2022, pp. 1632–1636.

• Campbell, Kendall M., and José E. Rodríguez. “Mentoring Underrepresented Minority in Medicine Students Across Racial, Ethnic and Institutional Differences.” Journal of the National Medical Association, vol. 110, no. 5, 2017, pp. 421–426.

• Campo, Maritza Salazar, et al. “Mentoring Networks in Academic Medicine: A Longitudinal Exploration.” Chronicles of Mentoring and Coaching, vol. 8, no. 1, 2024, pp. 72–81.

• Chow, Candace J., et al. “Sharpening Our Tools: Conducting Medical Education Research Using Critical Theory.” Teaching and Learning in Medicine, vol. 34, no. 3, 2022, pp. 285–294.

• Hill Weller, LaMisha, et al. “Tools for Addressing Microaggressions: An Interactive Workshop for Perioperative Trainees.” MedEdPORTAL, vol. 19, 2023, p. 11360.

• Holdren, Sarah, et al. “Transformative Learning Theory in Graduate Medical Education: A Path Toward Equity.” Journal of Surgical Education, vol. 79, no. 6, 2022, pp. 1335–1342.

• Sudol, Neha T., et al. “Prevalence and Nature of Sexist and Racial/Ethnic Microaggressions Against Surgeons and Anesthesiologists.” JAMA Surgery, vol. 156, no. 5, 2021, e210265.

• Vipler, Benjamin, et al. “Remediation Through Transformation: Applying Educational Theory to the Struggling Resident.” Journal of General Internal Medicine, vol. 35, no. 12, 2020, pp. 3656–3663.