Relevant bibliographies by topics / Microaggressioni

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Microaggressioni'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Microaggressioni"

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Nair, Nisha, Deborah Cain Good, and Audrey J. Murrell. "Microaggression experiences of different marginalized identities." Equality, Diversity and Inclusion: An International Journal 38, no. 8 (November 18, 2019): 870–83. http://dx.doi.org/10.1108/edi-12-2018-0221.

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Purpose Given the nascent stage of research on microaggressions, the study is an attempt to better understand the experience of microaggressions and examine it from the point of view of different marginalized minority identities. The purpose of this paper is to report on the subjective experience of microaggressions from the lenses of gender, race, religion and sexual orientation. Design/methodology/approach To explore how microaggressions are experienced by different identities, the authors conducted four focus group studies with university students at a prominent Midwestern university. Each focus group focused on the experience of microaggressions for a particular identity group. Findings The authors discuss the nature and forms of exclusion that occur through microaggressions, and offer six microaggression themes that emerged as common across the marginalized identities studied. The authors add to the microaggression taxonomy and highlight the role of repetition in how microaggressions are perceived. The authors also discuss intersectional microaggressions. Originality/value While various studies have focused on reporting microaggression themes with regard to singular identities, this study is potentially the first that explores microaggression themes across different marginalized identities. The findings highlight novel forms of microaggressions such as the revealing or making visible of marginalized identities, and microaggressions emanating from within a minority group directed at other members within the same identity group, what the authors call as in-group microaggressions. The authors highlight and point to the need for more work on intersectional microaggressions.
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Davis, Ashley, and Rebecca G. Mirick. "Microaggression, Macroaggression, or Mistake? Exploring BSW Students’ Perspectives." Journal of Baccalaureate Social Work 25, no. 1 (January 1, 2020): 197–219. http://dx.doi.org/10.18084/1084-7219.25.1.197.

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Social work students from marginalized backgrounds commonly experience microaggressions in social work education. This qualitative study explored how BSW students and recent graduates from diverse backgrounds perceived microaggressions in social work classrooms. Through semi-structured interviews, participants (N=20) responded to five vignettes of microaggressions based on real-life examples. They shared their perception of whether each example was a microaggression and why, as well as their expectation for how an instructor should address these incidents. A thematic analysis was carried out with the transcribed interviews. Although participants felt prepared to identify microaggression, there was disagreement about whether each vignette was an example of a microaggression. Four themes arose in their criteria: intention, marginalization, stereotyping, and power dynamics. Three themes arose in their expectations for faculty responses: taking action, repairing the relationship, and preventing future microaggressions. Implications for social work education are discussed.
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Mekawi, Yara, and Nathan R. Todd. "Focusing the Lens to See More Clearly: Overcoming Definitional Challenges and Identifying New Directions in Racial Microaggressions Research." Perspectives on Psychological Science 16, no. 5 (September 2021): 972–90. http://dx.doi.org/10.1177/1745691621995181.

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Despite significant advances in research on racial microaggressions, key challenges remain regarding how to define and classify them. Resolving these challenges is necessary to reduce misunderstanding and the subsequent minimization of racial microaggression research. Our goals in this article are to discuss the definitional challenges, to discuss implications for the creation of taxonomies, and to offer directions for how a revised definition and corresponding taxonomies can be used to further racial microaggression research. Regarding our first aim, we assert that racial microaggressions are observable events that occur independently of intention (i.e., regardless of whether they are intentional or unintentional) or impact (i.e., regardless of how they are perceived by recipients). Moreover, we assert that racial microaggressions are most validly defined by people of color and can have different meanings on the basis of situational context. The second aim is to propose a refinement and expansion of racial microaggression taxonomies. Sue and colleagues’ taxonomy has been invaluable, yet other ways of classifying microaggressions and moving toward dimensional taxonomies are needed to advance scholarship. We highlight key dimensions related to the experience, perpetration, characteristics, and sociopolitical function of racial microaggressions that may be useful for future taxonomies. Overall, overcoming definitional challenges and expanding taxonomies holds potential to advance the literature on racial microaggression.
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ROLÓN-DOW, ROSALIE. "At the Root of Their Stories: Black and Latinx Students’ Experiences with Academic Microaggressions." Harvard Educational Review 92, no. 4 (December 1, 2022): 508–32. http://dx.doi.org/10.17763/1943-5045-92.4.508.

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In this narrative study, Rosalie Rolón-Dow explores the nature of academic microaggressions that racially minoritized undergraduate students experience at predominantly white institutions. She illustrates microaggression incidents related to (in) visibility, intellect or academic contributions, and curriculum relevant to students’ racial identities, communities, or histories. Using a critical race theory microaggression framework, she analyzes academic microaggressions in the broader context of institutional racism and white supremacy to show how white supremacy tools like othering, monoculturalism, nativism, white ascendancy, normativity, and ignorance are deployed. Rolón-Dow calls for colleges and universities to deepen their understanding of the effects of microaggressions on students’ academic lives and contends that institutions seeking to become more racially inclusive must address the ways that ideologies inherent in white supremacy continue to be expressed through racial microaggressions.
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Gay, Tyler McCoy, Oluyemi T. O. Farinu, and Monisha Issano Jackson. "“From All Sides”: Black-Asian Reddit Communities Identify and Expand Experiences of the Multiracial Microaggression Taxonomy." Social Sciences 11, no. 4 (April 6, 2022): 168. http://dx.doi.org/10.3390/socsci11040168.

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The purpose of this paper is to examine the identity narratives of online Black-Asian communities concerning their multiracial microaggression experiences. As we are investigating an under-explored population, we utilize a purposive sampling method to narrow forum engagement by Black-Asian users on the popular social media network, Reddit. Our research is guided by multiracial critical theory (MultiCrit) which highlights monoracism as a ubiquitous element of the monoracial paradigm of race. In our research, we employ a content analysis using Black-Asian microaggression narratives to test the existing multiracial microaggression taxonomy. Our findings demonstrate that Black-Asian subreddit communities identified all of the existing multiracial microaggression categories: (1) exclusion or isolation; (2) exotification and objectification; (3) assumption of monoracial or mistaken identity; (4) denial of multiraciality; (5) pathologizing of identity and experiences; and (6) microaggressions based on racial stereotypes. Our analysis also found an emerging microaggression category entitled (7) white-mixed superiority. These multiracial microaggressions drew on monoracist ideologies and the monoracial paradigm of race, which exclude Black-Asian people and aid the maintenance of white supremacy in the United States. As such, we suggest further inquiry and expansion of the multiracial microaggression taxonomy to include how racism, particularly the monoracial paradigm of race, influences non-white multiracial identities.
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Lilienfeld, Scott O. "Microaggression Research and Application: Clarifications, Corrections, and Common Ground." Perspectives on Psychological Science 15, no. 1 (August 13, 2019): 27–37. http://dx.doi.org/10.1177/1745691619867117.

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In this issue, Williams (pp. 3–26) responds to my 2017 critique in this journal of the scientific status of the microaggression research program (MRP). In some cases, she presents helpful data that partially address several of my recommendations for enhancing the MRP’s rigor. Nevertheless, because she appears to misconstrue many of my arguments regarding the MRP, many of her rebuttals are not relevant to my criticisms. Furthermore, her assertions notwithstanding, Williams does not effectively address my concerns regarding the (a) excessively fuzzy boundaries of the microaggression construct, (b) psychometric hazards of relying exclusively on subjective reports when detecting microaggressions, and (c) hypothesized causal impact of microaggressions on mental health. In other cases, Williams appears to draw causal inferences from correlational data and conflate within-group with between-group differences. Although several of Williams’s recommendations for MRP research are worth considering, I contend that some others are unlikely to be conducive to a scientific approach to microaggressions. The MRP remains a promising but provisional research program that would benefit from greater openness to outside criticism. I conclude with a discussion of areas of potential common ground in microaggression research and application.
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Midgette, Allegra J., and Kelly Lynn Mulvey. "Unpacking young adults’ experiences of race- and gender-based microaggressions." Journal of Social and Personal Relationships 38, no. 4 (February 11, 2021): 1350–70. http://dx.doi.org/10.1177/0265407521988947.

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To date the majority of the research on microaggressions has focused on the experiences of targets, rather than the perpetrators, of microaggresive behaviors. The present study set out to investigate 278 college students’ ( Mage = 19.12, SD = 1.34, 52.52% cisgender women, 74.82% European American) reported types of experience (a) unaware, b) aware, c) observer, d) perpetrator, and e) target) with race- and gender-based microaggressive behaviors and the association between their experiences and ambivalent sexist and color-blind racial attitudes. Participants completed an online survey composed of a modified Racial and Ethnic Microaggression Scale (REMS), a modified Female Microaggression Scale (FMS), an Ambivalent Sexism Inventory, and a Color-Blind Racial Attitudes Scale. As hypothesized, participants were more likely to have heard of or seen than to report having been the target or perpetrator of microaggressions. In support of our second hypothesis, significant gender and race differences were found in the frequencies of type of exposure to microaggressions. Finally, as expected, exposure to microaggressions was associated with color-blind and ambivalent sexist attitudes. Unexpectedly, however, complete unawareness of the existence of microaggressions was not associated with social attitudes. This study’s findings highlight the importance of unpacking social experiences of discrimination to better understand what types of experiences contribute to being critical of and reducing the commission of microaggressions.
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Freeman, Lauren, and Heather Stewart. "Toward a Harm-Based Account of Microaggressions." Perspectives on Psychological Science 16, no. 5 (September 2021): 1008–23. http://dx.doi.org/10.1177/17456916211017099.

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In this article, we critique the dominant understanding of microaggressions introduced by Derald Wing Sue and his colleagues—what we call the act-based account of microaggressions—by identifying its theoretical and practical shortcomings. On the basis of this critique, we introduce and defend an alternative, ameliorative account of microaggressions, what we call the harm-based account of microaggressions. Instead of understanding microaggressions on the basis of the acts committed by the microaggressing agent, we call for a reorientation of the concept so that the recipients of microaggressions and the harms they experience become the focal point.
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Torres, Lucas, Alexandra K. Reveles, Felicia Mata-Greve, Sarah Schwartz, and Melanie M. Domenech Rodriguez. "Reactions to Witnessing Ethnic Microaggressions: An Experimental Study." Journal of Social and Clinical Psychology 39, no. 2 (February 2020): 141–64. http://dx.doi.org/10.1521/jscp.2020.39.02.141.

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Introduction: Minimal research has examined how witnesses identify and respond to ethnic microaggressions including the role of colorblind racial attitudes. Method: University student participants (N = 401) were randomly assigned to one of three experimental conditions in which they witnessed a research decoy experiencing an ethnic microaggression, an overt discriminatory interaction, or a neutral interaction (control). Results: The study findings showed that 46% of participants who witnessed an ethnic microaggression identified it as unfair or differential treatment compared to 84% of those who observed an overt form of discrimination. Multilevel model analyses revealed a 3-way interaction (time × experimental condition × colorblind racial attitudes) such that participants with low colorblind racial attitudes had significant increases in negative affect and systolic blood pressure after witnessing overt discrimination. Discussion: Key differences exist in the identification and responses associated with witnessing an ethnic microaggression compared to overt discrimination. Findings suggest that shifting colorblind racial attitudes may be a promising area of intervention to improve detection of ethnic microaggressions.
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Syed, Moin. "The Logic of Microaggressions Assumes a Racist Society." Perspectives on Psychological Science 16, no. 5 (September 2021): 926–31. http://dx.doi.org/10.1177/1745691621994263.

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This commentary draws attention to core assumptions about the nature of society that underlie the current debate on microaggressions. For proponents of microaggression research, the starting assumption is one of a racist society. That is, microaggressions have their source and power within an inequitable, racially stratified society. In contrast, critics of microaggressions begin with the assumption of an equitable society, or at least would not endorse the assumption of a racist society. These two different starting assumptions lead to dramatically different conclusions about the concept of microaggressions. As long as these assumptions are not explicitly recognized, debates on methods, findings, and so on will never be reconciled.
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Dissertations / Theses on the topic "Microaggressioni"

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ANZANI, ANNALISA. "Transgender Health: A Minority Stress Perspective On The Clinical Work With Transgender Individuals." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/273355.

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Il presente lavoro di tesi ha lo scopo di comprendere come l'ambiente sociale e le interazioni interpersonali influenzino la salute mentale e il benessere degli individui gender-variant, affrontando alcune delle questioni rilevanti nel campo dal punto di vista della psicologia sociale e clinica. I primi tre studi presentati nella tesi adottano la prospettiva della psicologia sociale per studiare le esperienze di discriminazione affrontate dagli individui transgender in contesti di salute mentale. Esamineremo il problema da due diversi punti di vista: quello degli psicoterapeuti e quello dei clienti transgender che si sono avvicinati ai servizi di salute mentale. Il primo studio mira a studiare il ruolo del pregiudizio anti-transgender nella valutazione psicologica dei pazienti transgender (vs. cisgender) in un campione di campione di psicoterapeute esperte. Il secondo studio è volto a indagare un campione di psicoterapeuti sia microaggressivo nei confronti di clienti lesbiche o transgender (rispetto a una cliente eterosessuale cisgender). Il terzo studio assume la prospettiva delle persone transgender che accedono ai contesti di salute mentale. Al fine di fornire una maggiore comprensione delle esperienze delle persone transgender che accedono a un servizio di psicoterapia, lo studio si propone di indagare le loro esperienze positive di microaffermazione dell’identità all'interno di una relazione terapeutica. Gli ultimi due studi saranno focalizzati sulle conseguenze del minority stress per la salute mentale e il benessere degli individui transgender. Il quarto studio è intrinsecamente clinico e si focalizzerà sull'indagine della personalità di uomini e donne transgender medicalizzati, valutando sia i domini di personalità dimensionali proposti dal Modello Alternativo di Disturbi della personalità sia le diagnosi categoriche del Disturbo di personalità DSM-IV . Il quinto studio esaminerà gli effetti delle norme sociali di genere in un diverso dominio psicologico, cioè la sessualità. In particolare, lo studio si concentrerà sull'immaginario e sulla fantasia sessuale, che sono aspetti chiave della sessualità umana in quanto associati all'eccitazione e alla risposta sessuale.
The present work is aimed at understanding how social environment and interpersonal interactions influence the mental health and well-being of gender-diverse individuals, approaching some of the relevant issues in the field from the perspective of both social and clinical psychology. The first three studies presented in the thesis adopt the perspective of social psychology to investigate the experiences of discrimination faced by transgender individuals in mental health contexts. We will look at the problem from two different viewpoint: the one of psychotherapists and the one of transgender clients that approached mental health services. The first study aims at investigating the role of anti-transgender bias in the psychological assessment of transgender (vs. cisgender) patients in a sample of female sample of licensed psychotherapists. The second study aims at investigating whether microaggressions are perpetrated by psychotherapists when confronted to lesbian or transgender fictitious clients (vs. cisgender heterosexual). The third study assumes the perspective of transgender people accessing mental health contexts. In order to provide an understanding of transgender peoples’ help-seeking experiences, the study aimed to investigate their positive experiences of identity microaffirmations within a therapeutic relationship. The last two studies will be focused on the consequences of minority stress for the mental health and well-being of transgender individuals. The fourth study is inherently clinical and will be focused on the investigation of personality patterns of medicalized transgender men and women, by evaluating both the dimensional personality domains proposed by the Alternative Model of Personality Disorders and the categorical DSM-IV personality disorder (PD) diagnoses. The fifth study will look at the effects of societal gender norms in a different psychological domain, that is sexuality. In particular, the study will focus on sexual
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Watson, E. D., Lorianne D. Mitchell, and J. L. Fulkerson. "Microaggressions." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8326.

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Maher, Virginia Audene. "Microaggressions Between the Races." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1458297343.

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Perinchery, Remya. "MICROAGGRESSIONS WITHIN HIGHER EDUCATION: EXPLORING HOW WHITE FACULTY COMMIT AND RESPOND TO MICROAGGRESSIONS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2473.

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The purpose of this study was to explore the different kinds of microaggressions that students of color experienced with white faculty, including the process and outcomes of these interactions. Undergraduate students of color face fewer positive outcomes, in comparison to their white peers, such as increased attrition, lower academic self-efficacy, and feeling less connected to their campus (Tinto, 1975; Cabrera et al., 1999; Rankin & Reason, 2005). The relationship between students and faculty has been shown to have a direct impact on student’s engagement on campus and their academic self-efficacy (Komarraju, Musulkin, & Battacharya, 2010), thus implying that students of color could benefit from strong relationships with faculty. However, faculty are more likely to have lower expectations of minority students, interact with these students less frequently, and depend on racial stereotypes to develop perspectives on students (e.g., Jussim & Harbor, 2005, Trujillo, 1986, Jussim, Eccles, & Madon, 1996). Participants in this study were recruited from a mid-size Midwestern university from university-based organizations and direct contact with students in various campus locations. Experiences with microaggressions were assessed through a short answer survey, in which participants were asked to recount both a negative incident and a positive incident that involved a faculty member committing or responding to a microaggression. A Grounded Theory approach was used to analyze the data. The emergent themes from this study were categorized in terms of type of incident, proximal outcomes, distal outcomes. Relationships were also examined between the events and outcomes. Participants observed that white faculty did commit microaggressions in the classroom, involving stereotyping, dismissing derogatory comments made by other students, and treating participants differently than their white peers. These microaggressions were typically not noticed by the faculty themselves, and students often did not address them with faculty due to the faculty members’ power and influence on participants’ grades. However, participants experienced internal cognitive and emotional reactions that led to them feeling a loss of trust and respect for their faculty and institution. Students who experienced classroom microaggressions also experienced a negative impact on their academic performance, as they were less likely to attend class, participate, and seek out the faculty member for academic help after such incidents. These students also reported some positive experiences with other faculty, such as having discussions around diversity or being encouraged to be successful. Participants who experienced such positive interactions felt a stronger connection to faculty and reported that they were motivated and cared more about their coursework. These findings suggest that the interactions between faculty and students of color have an impact on students’ relationship with faculty and their academic performance, specifically when they are negative, race-related interactions such as microaggressions.
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Phillips, Jennifer. "Sexual Minority Microaggressions| An Analysis and Exploration of Categorical Microaggressions Experienced by Sexual Minorities." Thesis, Union Institute and University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10266358.

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Building off of previous research, the study undertook to design a taxonomic classification: defining, codifying, and validating microaggressions experienced by sexual minorities. The resultant classification is intended to serve as a conceptual framework if utilized to effectuate an assessment tool assessing microaggressions against sexual minorities. Initial points of interest included an overview of complex historical shifts increasingly traversing the present zeitgeist, and additionally, theoretical justifications for the chosen methodological approach and subsequent suppositions. This served two purposes; the first availed the reader with a contextual narrative to help facilitate a conceptual overview of the target group(s), and additionally, orient readers to the theoretical underpinnings of this study, preserving the integrity and trustworthiness of the present research. Second, variegated extant research was reviewed and elucidated to explore and explain the covert and insidious phenomenon. Concurrently, research related to racial microaggressions was included due to the abundant and judicious literature, furthering one’s conceptualization of microaggressions as well as fortifying external validation among relevant sexual minority categories.

Heterogeneous literature and the deconstruction of sexual minority microaggressions were examined, interpreted, and presented. Attention to operational definitions—consistent or otherwise, implicit forms of communication, and sociocultural relationships and interactions, including any purported causal and risk factors were investigated. This study identified categorical constructs related to sexual minority microaggressions, tools for design of an assessment measure, and a methodological approach, served to validate and substantiate a future proposed measurement using additional studies were discussed and recommended.

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Ellis, Olivia Gabrielle. "Racial Peeves: The Exploitation of Microaggressions." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/honors/469.

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Racial Peeves: The Exploitation of Microaggressions documents my personal experience of dealing with microaggressions throughout my life, as well as the history of these racial issues. This thesis also documents the creation of my Senior BFA Exhibition of the same title inspired by 1970s Blaxploitation posters.
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Amira, Mohamed I. "Experiences of Graduate Muslim Students with Religious Microaggressions." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554150264316075.

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Fredrick, Emma G. "Development and Validation of the Bisexual Microaggressions Scale." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3289.

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Sexual minorities face stigmatizing experiences which can lead to disparities in physical and mental health, as well as social and economic resources. Additionally, research suggests that microaggressions, or small actions and comments that speak to a person’s prejudices, act as stigmatizing experiences and contribute to negative outcomes for the stigmatized. However, most studies of sexual minority health do not explore bisexual experiences uniquely, despite evidence that bisexuals have unique experiences of stigma and microaggressions. Those studies that do explore bisexual experiences find worse outcomes for bisexuals than their lesbian or gay counterparts. Thus, the current study developed a quantitative scale for assessing experiences of microaggressions specific to bisexuals. A 35-item scale formulated around previously identified microaggression types was validated using data from a sample of 232 bisexuals. Results indicated that bisexual microaggressions were distinct from homonegative microaggressions and that bisexual microaggressions were related to worse physical, psychological, and environmental quality of life. This scale is an additional tool that researchers may use in understanding how stigma experiences lead to negative outcomes, as well as to identify opportunities for alleviating disparities.
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Agbaire, Ejiro. "Microaggressions: Black Students' Experiences of Racism on Campus." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39694.

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This thesis is based on three different focus groups held in the summer of 2018 with a total of twelve Black students. It examines a group of Black students’ experiences of racist microaggressions on the campus of a large comprehensive Canadian university situated in an urban setting. Using Critical Race Theory it analyzes how seemingly neutral comments, slights, snubs or representations by white students and professors contributes to a culture of anti-Black racism on this campus. Key to this analysis is the shift from traditional forms of racism to more subtle forms of racism in contemporary society, and the role that institutions play in reproducing racism. Microaggressions thus characterise the subtle way in which racism is perpetuated in contemporary society. The experiences described by the twelve students in this research study demonstrate the prevalence of microaggressions in the lives of Black students in this Canadian university. Furthermore, the four broad themes emerge from the focus group discussions: the lack of diversity in the student population and faculty, the invalidation of Black experiences, stereotypical representations of Black people and cultures, and gendered racism, give further nuance to the types of messages that Black students are exposed to at this university. This analysis produces a deeper understanding of how these micro-level interactions contribute to the broader culture of racism on campuses.
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Xie, Tianyi. "Responding to Microaggressions: Evaluation of Bystander Intervention Strategies." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7621.

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Ethnic minorities often experience microaggressions that cause psychological distress and increase health risks. Bystander interventions are good ways to intervene when microaggressions take place and provide emotional support for ethnic minority targets. White interveners and interventions that pose low threats to White aggressors are perceived more positively than ethnic minority interveners and interventions that are more confrontational and direct. Furthermore, a support-based intervention that validates White aggressors’ good intention and effort without judgement may help White aggressors feel less defensive and more receptive to the intervention. Asian Americans face unique microaggressive themes and their racial experiences are influenced by the stereotype that they are model minorities. Asian Americans may prefer the supportive interventions because they are congruent with Asian cultural values such as relational harmony. The current set of studies assessed the effect of different intervention formats (high threat, low threat, support based) and race of interveners (Asian vs. White) on Asian American targets and White witnesses’ emotional change, perceptions of the intervention, and willingness for future interracial interactions. Among three intervention formats, Asian American targets perceived the intervener and aggressor least negatively in the support intervention. Asian American targets perceived the intervener least positively, whereas White witnesses perceived intervener most negatively in the high-threat intervention. White witnesses perceived the intervener more positively and had more interests in making friends with them when they are White than Asian in high-threat and supportive interventions. White witnesses’ favorable perceptions of aggressor were only influenced by a high degree of racial colorblindness. Overall, the support approach seems to be the most socially appropriate and accepting bystander intervention strategy to intervene in microaggressions targeted at Asian Americans. The high-threat approach is likely to damage interveners’ social image, especially when the intervener is Asian.
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Books on the topic "Microaggressioni"

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Torino, Gina C., David P. Rivera, Christina M. Capodilupo, Kevin L. Nadal, and Derald Wing Sue, eds. Microaggression Theory. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119466642.

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Levchak, Charisse C. Microaggressions and Modern Racism. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70332-9.

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Rini, Regina. The Ethics of Microaggression. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315195056.

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Wu, Andrew. Asian American Educators and Microaggressions. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23459-0.

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Corkett, Julie K., Christine L. Cho, and Astrid Steele, eds. Global Perspectives on Microaggressions in Schools. New York, NY : Routledge, 2021. | Series: Routledge research in educational equality and diversity: Routledge, 2021. http://dx.doi.org/10.4324/9781003089681.

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Cho, Christine L., and Julie K. Corkett. Global Perspectives on Microaggressions in Higher Education. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003244394.

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Sue, Derald Wing. Microaggressions and marginality: Manifestation, dynamics, and impact. Hoboken, N.J: Wiley, 2010.

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Lin, Annie I.-Chun. Development and Initial Validation of the Asian American Racial Microaggressions Scale (AARMS): Exploring Asian American Experience with Racial Microaggressions. [New York, N.Y.?]: [publisher not identified], 2011.

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Cho, Christine L., Julie K. Corkett, and Astrid Steele, eds. Exploring the Toxicity of Lateral Violence and Microaggressions. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74760-6.

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Rear, M. Sabine. Bending spoons: A field guide to ableist microaggressions. Portland, Or: the author, 2015.

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Book chapters on the topic "Microaggressioni"

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Druck, Jeffrey, Marcia Perry, Sheryl Heron, and Marcus L. Martin. "Microaggressions." In Diversity and Inclusion in Quality Patient Care, 15–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92762-6_3.

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Persaud, Shaneeria, and Stephanie Bolden. "Microaggressions." In A Scientific Framework for Compassion and Social Justice, 187–91. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003132011-29.

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Liebow, Nabina. "Microaggressions." In Autonomy and Equality, 195–219. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367823344-9.

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Huynh, Virginia W. "Microaggressions." In Encyclopedia of Adolescence, 1–5. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_802-1.

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Huynh, Virginia W. "Microaggressions." In Encyclopedia of Adolescence, 2339–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_802.

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Friedlaender, Christina. "Microaggressions." In Encyclopedia of the Philosophy of Law and Social Philosophy, 1–6. Dordrecht: Springer Netherlands, 2022. http://dx.doi.org/10.1007/978-94-007-6730-0_1071-1.

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Sue, Derald Wing. "Microaggressions." In Understanding Racism: Theories of Oppression and Discrimination, 62–76. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2021. http://dx.doi.org/10.4135/9781071818671.n5.

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Rini, Regina. "Microaggression." In Ethics and the Contemporary World, 189–202. Abingdon, Oxon ; New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315107752-15.

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Farahani, Hesam, Arghavan Nepton, and Monnica T. Williams. "Racial Microaggressions." In Handbook of Anger, Aggression, and Violence, 1–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98711-4_10-1.

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Garber, Karin. "Adoptive Microaggressions." In The Routledge Handbook Of Adoption, 308–20. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429432040-22.

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Conference papers on the topic "Microaggressioni"

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Pei, Shaohua. "Microaggression Experiences of Chinese International Students." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446764.

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Pérez Huber, Lindsay. "Theorizing Racial Microaffirmations as Response to Racial Microaggressions." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576194.

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Ali, Omar, Nancy Scheidt, Alexander Gegov, Ella Haig, Mo Adda, and Benjamin Aziz. "Automated Detection of Racial Microaggressions using Machine Learning." In 2020 IEEE Symposium Series on Computational Intelligence (SSCI). IEEE, 2020. http://dx.doi.org/10.1109/ssci47803.2020.9308569.

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Lewis, Colleen M., Catherine Ashcraft, Wendy M. DuBow, Helen Hu, and Kyla McMullen. "Leading Conversations about Microaggressions, Bias, and Other Difficult Topics." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3367000.

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Lewis, Colleen M., Wendy M. DuBow, and Kyla McMullen. "Leading Conversations about Microaggressions, Bias, and Other Difficult Topics." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287518.

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Xiao, Shengyao, Xiaoyu Cui, Yuanqin Fan, Boyuan Lu, Haiyun Wu, Michael Christel, Shirley Saldamarco, and Geoff Kaufman. "Playing through Microaggressions on a College Campus with “Blindspot”." In 2021 IEEE Conference on Games (CoG). IEEE, 2021. http://dx.doi.org/10.1109/cog52621.2021.9619151.

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Teitelbaum, Emily. "(Re)Envisioning Freshmen Racial Microaggression Experiences by Race/Ethnicity." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434955.

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Barthelemy, Ramón S., Melinda McCormick, and Charles R. Henderson. "Understanding Women's Gendered Experiences in Physics and Astronomy Through Microaggressions." In 2014 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2014.pr.005.

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Pérez Huber, Lindsay. "Theorizing Racial Micro-Affirmations as a Response to Racial Microaggressions." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442036.

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Heung, Sharon, Mahika Phutane, Shiri Azenkot, Megh Marathe, and Aditya Vashistha. "Nothing Micro About It: Examining Ableist Microaggressions on Social Media." In ASSETS '22: The 24th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3517428.3544801.

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