Feedback is considered fundamental for student learning and academic achievement. Rojek et al. (2019) found that language use in feedback differed depending on a student's ethnicity, with minority students receiving significantly less feedback on their competencies than majority students. While the effect of feedback on various aspects of students' lives has been studied extensively, fewer studies have focused on how feedback is perceived by students, let alone to what extent a student's ethnicity affects these perceptions. This study aims to understand how students in higher education perceive feedback on their assignments. The main objective is to establish whether students' ethnicity influences the extent to which feedback is perceived as (1) reflecting what needs to be assessed, (2) facilitates equal treatment, and (3) aligns with students' self-concept, and whether that relationship is mediated by the extent to which they identify with their ethnicity. Furthermore, we want to explore whether this relationship exists depending on the language used in feedback. We aim to collect data on 550 students via an online survey. Using a cross-sectional mixed design, participants will be presented with several types of narrative feedback, inspired by Rojek et al. (2019): Social-oriented feedback (i.e., individual disposition), agency-oriented feedback (i.e., task behaviour), and cognitive-oriented feedback (i.e., intellectual ability). An example item for social-oriented feedback would be "You are a lovely person to work with!". For each type of narrative feedback, we measure participants' perceptions of feedback fairness, feedback usefulness, and self-concept. Data will be analyzed using a multi-group structural equation model. While data collection is currently still ongoing, with 223 of the 550 participants having participated, preliminary results suggest that ethnic identification might mediate the relationship between ethnic background and perceived usefulness as well as perceived fairness when feedback targets an individual's disposition or task behaviour, rather than their intellectual ability.