Microaggressions in the higher education setting are a pervasive issue frequently encountered by members of marginalized cultures. The experience of microaggressions can result in negative outcomes on neural substrates, mental health, emotional health, and physical health. Furthermore, academic microaggressions can impact performance, learning, and coping skill abilities of those who are affected by the interpersonal violence. The Critical Race Theory (CRT) framework can help us to understand the role of microaggressions within a system or societal structure; while, the Emotional Intelligence Competences framework can highlight key skills that are involved in emotional decision-making processes. This study seeks to examine the relationship between Microaggressions, Emotional Intelligence, and Academic Performance in the higher educational setting. Results and Implications for educators, interventionist, and society are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]