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1
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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West, Keon. "Testing Hypersensitive Responses: Ethnic Minorities Are Not More Sensitive to Microaggressions, They Just Experience Them More Frequently." Personality and Social Psychology Bulletin 45, no. 11 (March 26, 2019): 1619–32. http://dx.doi.org/10.1177/0146167219838790.
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Racial microaggressions have attracted significant empirical attention and have been associated with profound negative effects. However, some argue against the importance of microaggressions arguing that (some) responses to microaggressions merely reflect “hypersensitivity” to trivial events among certain ethnic minority individuals. Three studies tested this hypersensitivity hypothesis. In two cross-sectional studies with dissimilar samples ( N1 = 130, N2 = 264), ethnic minorities reported experiencing more microaggressions than ethnic majorities did, and microaggressions predicted less life satisfaction. However, contrary to the hypersensitivity hypothesis, minority identity did not moderate this relationship. In a randomized, controlled experiment ( N3 = 114), White and ethnic minority participants reported their positive and negative affect before and after recalling either a microaggression or a control event. Recalling microaggressions reduced positive affect and increased negative affect, but this was also not moderated by minority identity. Implications for the hypersensitivity hypothesis, and microaggressions research, are discussed.
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Stewart, Heather. "Making Sense of “Microaggression”." Southwest Philosophy Review 37, no. 1 (2021): 111–24. http://dx.doi.org/10.5840/swphilreview202137113.
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Though philosophers are beginning to pay attention to the phenomenon of microaggressions, they are yet to fully draw on their training and skills in conceptual analysis to help make sense of what microaggression is. In this paper, I offer a philosophical analysis of the concept of microaggression. I ultimately argue that ‘microaggression’ as a concept gets its meaning not by decomposing into a set of necessary and sufficient conditions, but rather by means of what Ludwig Wittgenstein (1953) has called “family resemblance.” That is to say, what unifies the concept of microaggression is a set of common, overlapping features that link related instances together, but are not necessarily all present in all cases. I identify and explain a common set of features that together form the basis for a family resemblance account of the concept. I then argue that despite the difficulty that microaggressions pose in terms of being reliably recognized and understood as such, some people, in virtue of their epistemic standpoint, are better suited to recognize these features and subsequently identify instances of micraoggression in practice. I argue this by drawing on the vast literature in feminist standpoint epistemology (Alcoff, 1993; Hill Collins, 1990, 2004; hooks, 2004; Harding, 2004, 2008; Wylie, 2013).
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McLean, Mitchell, Jennifer M. Roche, Lisa Audet, Desiree Stribling, and Rachael Kaufman. "Explicit and Implicit Cognitive Processes Associated With Microaggression Endorsement." Perspectives of the ASHA Special Interest Groups 6, no. 6 (December 17, 2021): 1719–28. http://dx.doi.org/10.1044/2021_persp-21-00005.
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Purpose: Social standards that support White normativity impact communication styles and use of microaggressions that alienate minority and culturally/linguistically diverse groups. Though professionals in education and communication sciences and disorders (CSD) attempt to help students/clients navigate the world, CSD professionals focus more on nonnormativity as different, not bad, whereas mainstream education focuses on meeting normative standards—potentially impacting how preprofessional students approach and understand non-inclusive language. The purpose of this study was to gain an understanding of the prevalence of microaggression endorsement (i.e., indicating they would use a phrase, even if unaware of its potential harm) and adaptation to feedback that may promote changes in microaggressive language endorsements by preservice students in predominantly White-dominated disciplines with different approaches to nonnormativity. Method: Computer mouse-tracking was used to explore explicit and implicit cognition before and after corrective feedback regarding the perception and social impact of microaggressions among 37 undergraduate preservice CSD and education majors. Results: Preservice CSD undergraduates were far less likely to endorse microaggression statements, and agree with the potential harm microaggressions cause. Preservice CSD undergraduates also experienced more cognitive competition when making decisions about microaggressions, but this cognitive competition lessened after feedback. Conclusions: This study of microaggressions is promising, as it demonstrates that preservice educators and CSD undergraduates are sensitive to the harm microaggressions cause, but both groups of preprofessionals may still hold some non-inclusive notions that may be damaging to colleagues, clients, and students. Fortunately, this understanding of the research suggests that awareness may be an important factor affecting change, promoting cultural competence, and providing opportunities for reflection. Supplemental Materials: https://osf.io/kax8t/
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Williams, Monnica T. "Psychology Cannot Afford to Ignore the Many Harms Caused by Microaggressions." Perspectives on Psychological Science 15, no. 1 (December 4, 2019): 38–43. http://dx.doi.org/10.1177/1745691619893362.
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In an ongoing debate, Scott Lilienfeld (2019) continues to question the merits and meaning of microaggressions research. Key issues include how to define microaggressions, whether microaggressions cause measurable harm, whether microaggression education is helpful, and defining the most important next steps in the microaggressions research agenda. I discuss the importance of understanding microaggressions in context and as they relate to pathological stereotypes about groups, given that this is critical to identifying them. I summarize some of the many longitudinal studies linking psychological and medical problems to experiences of everyday discrimination. In addition, the literature indicates that victims of microaggressions experience further harms when trying to respond to offenders, but there is little research to support any specific interventions, including those advanced by Lilienfeld. I discuss the importance of believing and supporting those reporting experiences of microaggressions. I conclude that there is a need for more research examining (a) how to reduce the commission of microaggressions, (b) how to best respond to offenders in the moment in a way that mitigates harm for all persons involved, and (c) how clinicians can best help those who are suffering as a result of microaggressions as the next frontier in this important work.
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Spanierman, Lisa B., D. Anthony Clark, and Yeeun Kim. "Reviewing Racial Microaggressions Research: Documenting Targets’ Experiences, Harmful Sequelae, and Resistance Strategies." Perspectives on Psychological Science 16, no. 5 (September 2021): 1037–59. http://dx.doi.org/10.1177/17456916211019944.
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In this article, we review the theoretical and empirical literature on racial microaggressions from 2007 to 2020 ( N = 138 articles). First, we refine racial microaggressions theory and update the definition to address mischaracterizations in the literature and clarify the term (i.e., “micro” refers to microlevel interactions rather than degree of harm). Next, we used four superordinate categories (i.e., pathologizing differences, denigrating and pigeonholing, excluding or rendering invisible, and perpetuating color-blind racial attitudes) in which to situate racial microaggression themes from the extant literature. Moreover, we consolidated and renamed existing themes to privilege targets’ perspectives (e.g., facing assumptions of inferior status and enduring exoticization). We then synthesized qualitative and quantitative research that shows harmful sequelae of racial microaggressions (i.e., psychological and physiological symptoms). Extending prior research on coping with gendered racial microaggressions, we describe empirical findings on collective, resistance, and self-protective strategies to mitigate the harmful impact of racial microaggressions. We conclude with directions for future research.
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Nadal, Kevin L., Tanya Erazo, and Rukiya King. "Challenging Definitions of Psychological Trauma: Connecting Racial Microaggressions and Traumatic Stress." Journal for Social Action in Counseling & Psychology 11, no. 2 (December 12, 2019): 2–16. http://dx.doi.org/10.33043/jsacp.11.2.2-16.
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While previous studies have found significant relationships between racial microagressions, depression, and anxiety, few studies have examined the effects of racial microaggressions on traumatic stress. Furthermore, although trauma has been traditionally conceptualized as psychophysiological reactions to life-threatening events, the notion of racial trauma has been excluded, despite resulting in similar symptomatology. The current study utilized a correlational, cross-sectional design with a racially diverse sample of people of color (N=254) to investigate the relationships between racial microaggressions, racially- or culturally-related trauma, and trauma symptoms. Using hierarchical multiple regression analysis, results indicated that a greater frequency of racial microaggressions was significantly associated with greater traumatic stress symptoms, and that school or workplace microaggressions were the type of microaggression that was most associated with traumatic symptoms. Implications are discussed, including the need for counselors, psychologists, and helping professionals to consider racial microaggressions as traumatic events while using culturally-informed trauma-focused methods to normalize and empower people of color.
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Lipscomb, Allen, Wendy Ashley, and Sarah Mountz. "From the Teachers Perspective: Exploring Ways to Navigate Transformative Dialogues about Microaggressions in Social Work Higher Education." International Research in Higher Education 2, no. 3 (July 27, 2017): 50. http://dx.doi.org/10.5430/irhe.v2n3p50.
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Graduate social work education is a fertile context for microaggression encounters. Because a core concept of the discipline is social justice advocacy, social work pedagogy is steeped with instruction, reading materials, activities and dialogue regarding diversity, intersectionality, oppression, power, and privilege. Students enter graduate school from a plethora of backgrounds, maturity levels, and exposure to justice informed critical thinking. As a result, learning opportunities take place not only in classrooms and field placements, but also in social, interpersonal exchanges. Therefore, it is imperative that social work educators teach academic concepts while modeling and managing the process in which microaggressions proliferate. Drawing from auto-ethnographic data obtained through instructors’ observations of microaggressions occurring in social work classrooms, the authors posit that uncontained microaggressions can have a deleterious impact on students, faculty and the larger social work climate outside of higher education. Pedagogical tactics and strategies to navigate the nuances of micro, mezzo and macro microaggressions within the constructs of social work higher education are provided.
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Nair, Nisha, and Deborah Cain Good. "Microaggressions and Coping with Linkages for Mentoring." International Journal of Environmental Research and Public Health 18, no. 11 (May 26, 2021): 5676. http://dx.doi.org/10.3390/ijerph18115676.
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Microaggressions can have damaging health impacts on minority groups experiencing exclusion through such forms of discrimination and bias. Using focus groups of different marginalized groups and through in-depth interviewing, we analyze the ways in which marginalized identities respond to and deal with microaggressions and highlight some relevant linkages to mentoring. Through a qualitative analysis of microaggression experiences, along the lines of race, gender, sexual orientation, and religion, we explore different coping mechanisms and potential linkages to mentoring. Our results indicate some underlying patterns of sense-making, categorized as coping by (a) resisting or reclaiming their voice, (b) retreating, reframing, or withdrawing, (c) rejecting or stonewalling, (d) restraining and internalizing, (e) seeking support and reconnecting (with safe spaces), and (f) redoubling (effort). For each of the coping strategies discussed, we also identify and advance mentoring linkages in the context of coping with microaggressions.
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Chaulagain, Sangam. "Caste Microaggression: A Barrier to Lower Affective Filter and to Promote Inclusivityin the Classroom." International Research Journal of MMC 2, no. 2 (June 30, 2021): 64–73. http://dx.doi.org/10.3126/irjmmc.v2i2.38150.
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This article explores the impact of caste microaggressions in classroom activitiesin the countries like Nepal. It focuses on the study of how caste microaggressions are barriers to lower affective filter and promote inclusivity in the classroom. This is a review article based on qualitative research in which the ideas are derived from different secondary sources and are arranged to support how lower-caste students are the victim of caste microaggressions in Nepali society. This article shows that the students of lower-caste families, especially the Dalits, are greatly victimized by discriminatory activities in the schools of rural areas of Nepal. To promote inclusivity and to encourage lower-caste children in learning activities, it is essential to avoid caste microaggression and to emotionally engage such students in classroom activities that have to be initiated by the teachers primarily.
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Andreou, Eleni, Agoritsa Psyllou, Anastasia Vlachou, Aristea Fyssa, and Maria Saridaki. "Microaggressions and Psychosocial Adjustment among Greek University Students with Disabilities." Education Sciences 11, no. 12 (December 1, 2021): 781. http://dx.doi.org/10.3390/educsci11120781.
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This study investigated differences in experiences of microaggressions between students with different characteristics (type, visibility, severity, and onset of impairment) and associations between the occurrence of microaggressions and specific psychological dimensions, such as stress, depression, self-esteem, and life satisfaction. It also examined how the afore-mentioned psychological factors and microaggressions contribute to students’ adjustment to university. Eighty-nine (89) university students with disabilities (USwDs) completed a series of six questionnaires: the Ableist Microaggression Scale, the Center for Epidemiologic Studies Depression Scale, the Perceived Stress Scale (PSS), the Satisfaction with Life Scale, the Rosenberg Self-Esteem Scale, and the College Adaptation Questionnaire. University students with visual and mobility impairments reported higher levels of ableist microaggressions than those with medical/chronic conditions, while students with visible impairments seemed to experience more ableist microaggressions than their university peers with non-visible impairments. Microaggressive experiences were found to be associated with increased levels of depression and stress as well as having negative consequences for disabled students’ self-esteem and life satisfaction. Students’ overall adaptation to university was predicted by a high level of life satisfaction, low level of depression, and limited experience of microaggressions related to otherization. The results are discussed in terms of their implications for USwDs’ adjustment.
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Eschmann, Rob, Jacob Groshek, Rachel Chanderdatt, Khea Chang, and Maysa Whyte. "Making a Microaggression: Using Big Data and Qualitative Analysis to Map the Reproduction and Disruption of Microaggressions through Social Media." Social Media + Society 6, no. 4 (October 2020): 205630512097571. http://dx.doi.org/10.1177/2056305120975716.
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Racial microaggressions are defined as subtle racial slights that can be offensive or hurtful. One of the defining characteristics of racial microaggressions is how difficult they can be to respond to, and the literature reports that not responding may be the most common response to microaggressions. This study addresses a vital gap in the existing literature by examining the extent to which the silence that characterizes face-to-face experiences with microaggressions extends into online social media spaces. Drawing on a dataset of 254,964 tweets over an 8-year period, we present and examine trends in the usage of the term “microaggressions” over time. Furthermore, we then generate a purposive sample of 1,038 of the most influential tweets to explore discussions and content themes through an in-depth qualitative analysis of these messages. Here, we find both a drastic increase in the usage of the term microaggression on Twitter over time and an intense contestation over its meaning and repercussions for both individuals and society. Implications of these findings in understanding the role of online social media discourse in challenging or reproducing hegemonic racial structures is discussed.
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Sturdivant, Manasia, Semret Yibass, Elsheba Abraham, and Neil M. A. Hauenstein. "Using Situational Judgment Tests To Study Subtle Discrimination." Industrial and Organizational Psychology 10, no. 1 (March 2017): 94–97. http://dx.doi.org/10.1017/iop.2016.107.
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Jones, Arena, Nittrouer, Alonso, and Lindsey (2017) present an expansive overview of microaggressive behaviors, with specific emphasis on the work place. Their overview includes the dimensionality of microaggressions (subtlety, formality, and intentionality), the dynamic and cyclical nature of a microaggressive culture, and the multitude of perspectives from which to view microaggressions (target, perpetrator, bystander, and ally). For any empirical study, researchers are faced with the challenge that microaggressions are subtle forms of discrimination often motivated by unconscious biases. As a result of this lack of personal insight, perpetrators and bystanders are likely to attribute microaggressive behaviors to nondiscriminatory reasons (i.e., defensive rationalizations). Furthermore, even if perpetrators and bystanders have insights into their bigotry, they are most likely socially astute enough to deny their bigotry through defensive rationalizations. Jones et al. (2017) provided many examples of microaggression research but did not directly address the methodological challenges. The purpose of the current commentary is to argue that situational judgment tests (SJTs) have great potential for the study of microaggressions within the Jones et al. (2017) framework.
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Banks, Brea M., and Steve E. Landau. "Offensive or Not." Journal of Underrepresented & Minority Progress 3, no. 2 (December 30, 2019): 51–65. http://dx.doi.org/10.32674/jump.v3i2.1808.
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Although the literature suggests that there exist harmful consequences of microaggression, some researchers argue that the state of the current literature lacks evidence that these indignities are in fact offensive to individuals holding marginalized identities. To address this gap, researchers sought to examine the perspectives of university students, as individuals at a Predominantly White Institution provided ratings to indicate their experiences with and interpretation of verbal racial insults that had been previously identified as microaggressive by previous researchers. Results demonstrate that there are differences in how university students interpret microaggressions. Specifically, the obtained data suggest that race, gender, sexual orientation, and prior exposure to the microaggressions are significant predictors to one’s interpretation of them as offensive or insulting.
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Hoi, Karen K., Lulia A. Kana, Gurjit Sandhu, Reshma Jagsi, Suzy McTaggart, Jessa E. Miller, and Erin L. McKean. "Gender Microaggressions During Virtual Residency Interviews and Impact on Ranking of Programs During the Residency Match." Journal of Graduate Medical Education 14, no. 4 (August 1, 2022): 398–402. http://dx.doi.org/10.4300/jgme-d-21-00927.1.
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ABSTRACT Background Microaggressions are one form of gender bias contributing to gender disparities and mistreatment, but their prevalence during virtual residency interviews has not been explored. Objective To explore applicants' recall of experiencing gender microaggressions during virtual residency interviews and whether these experiences affected programs' rank position on applicants' rank lists. Methods Fourth-year medical students at a single institution who participated in the 2021 Match were surveyed after submitting their rank lists. Students were surveyed categorically on (1) their recall of the frequency they experienced 17 gender microaggressions during interviews, and (2) how these affected reported ranking of programs on their rank lists. Results Sixty-one percent (103 of 170) of eligible students responded to the survey. Seventy-two percent (36 of 50) of women experienced at least one microaggression compared to 30% (9 of 30) of men. The largest difference was in the experience of environmental microaggressions, which are demeaning cues communicated individually or institutionally, delivered visually, or that refer to climate (P<.001). Women experienced more microaggressions than men in nonsurgical (P=.003) and surgical specialties excluding obstetrics and gynecology (P=.009). When microaggressions were experienced at 1 to 2 programs, 36% of applicants (26 of 73) reported significantly lowering program ranking, compared to 5% (1 of 19) when microaggressions occurred at more than 5 programs (P=.038). Conclusions Women applicants experience more microaggressions than men do during nonsurgical and male-dominated surgical specialty residency interviews. Respondents who recalled experiencing microaggressions at fewer programs were more likely to report significantly lowering the rank of those programs compared to those who experienced them at more programs.
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Kwok, Diana K., and Kim Kwok. "Chinese Sexual Minority Students Experiencing Microaggressions: Implications for Sexuality Education." Children 9, no. 9 (September 1, 2022): 1331. http://dx.doi.org/10.3390/children9091331.
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The sexual prejudice faced by sexual minorities or lesbian, gay, bisexual, and questioning/queer (LGBQ) students has been studied extensively around the world in the last two decades; however, it has only recently received attention from Hong Kong Chinese society, specifically in relation to this subtle form of prejudice. In the last decade, there has been an increase in the amount of literature examining the experiences of individuals encountering sexual orientation microaggressions, which are defined as discrimination or sexual prejudices manifested in subtle forms, particularly when directed toward socially marginalized groups, such as sexual minority students. The current study used a qualitative descriptive approach and semi-structured interviews to explore the themes of sexual orientation microaggressions experienced by Chinese sexual minority students. Several contextual themes to categorize microaggressions emerged: (1) the approval of heteronormative culture; (2) the use of heterosexist languages; (3) the assumption of sexual abnormality; and (4) the allowing of institutionally endorsed microaggressions. The results suggest that sexual minority students in Hong Kong experience diverse forms of microaggression in schools. The implications for the need to support LGBQ students are discussed, especially in addressing sexuality education in schools and the training of school professionals.
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DeSouza, Eros R., Eric D. Wesselmann, Leonidas R. Taschetto, Gabriel C. Rosa, Carla F. F. Rosa, Maria-Angela M. Yunes, Gilberto F. da Silva, and Grazielli Fernandes. "Investigating Ostracism and Racial Microaggressions Toward Afro-Brazilians." Journal of Black Psychology 45, no. 4 (May 2019): 222–68. http://dx.doi.org/10.1177/0095798419864001.
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We examined two forms of social exclusion toward Afro-Brazilians commonly found in the United States, ostracism and racial microaggressions. We utilized a mixed-method (quantitative-experimental and qualitative) approach to investigate ostracism and a qualitative focus group approach to study racial microaggressions. In Study 1 ( n = 29), we experimentally investigated ostracism through a recall paradigm in which participants wrote about being either included or ostracized. An independent t test showed that participants in the ostracized condition reported significantly worse psychological outcomes than those in the included condition ( p < .001). We coded participants’ written responses by whether they included attributions of racial bias by experimental condition. A Pearson chi-square analysis ( p = .017) revealed that racial bias was mentioned in 75% of the cases in the ostracized condition. Studies 2a and 2b ( ns = 6 and 8, respectively) consisted of two focus groups in different regions of Brazil that asked participants about their experiences with racial microaggressions. We found similarities to previous microaggression categories identified in the United States, extending our understanding of how microaggressions evoke feelings of social exclusion, which also occur when someone is ostracized.
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Lui, P. Priscilla, Shalanda R. Berkley, Savannah Pham, and Lauren Sanders. "Is microaggression an oxymoron? A mixed methods study on attitudes toward racial microaggressions among United States university students." PLOS ONE 15, no. 12 (December 2, 2020): e0243058. http://dx.doi.org/10.1371/journal.pone.0243058.
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To best understand the possible negative health and social consequences associated with racial microaggression, in-depth understanding of how people judge these events is needed. People of Color (POC) and White participants (N = 64) were recruited for a mixed-methods study that incorporated quantitative attitude ratings and focus group interviews. Participants read and discussed their attitudes toward five vignettes that reflected microassault, microinsult, and microinvalidation scenarios. Semantic differential ratings showed that participants judged microassaults to be most unacceptable, followed by microinsults and then microinvalidations. Using a grounded theory approach, our qualitative analysis of interview data revealed five thematic categories. First, participants judged receivers’ psychological harm to be a critical consideration for their attitudes toward microaggression scenarios; they discussed factors associated with individual differences in appraisals, prior exposures to discrimination, and sensitivity to race. Second, participants were less consistent in their opinion about the role of the deliverers’ intent on their judgment of microaggressions; many considered microaggression events to be results of deliverers’ cultural ignorance and racial insensitivity. Third, our analysis revealed the central importance of contexts that shaped participants’ attitudes toward microaggression. Fourth, participants also discussed the notion that receivers of microaggression were racist for calling attention to race issues. Finally, POC participants tended to relate to the vignettes and use their lived experiences to contextualize their opinions about racial microaggression. The current results raise concerns regarding the conceptualization and utility of the word “microaggression,” especially within the broader contexts of racism and major discrimination. Other empirical and practical implications are discussed.
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Melendez, Krizia, and Amy Thompson. "Cultural competency: A call to action to address microaggression in preservice health education." Health Education Journal 79, no. 7 (May 14, 2020): 851–59. http://dx.doi.org/10.1177/0017896920921501.
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Background: The United States Census Bureau projects half of the population to be from a minority group by 2044 and one in five of the population to be foreign born by 2060. Health educators must adapt to and embrace diversity to work effectively with various populations. Purpose: The purpose of this article is to discuss the implications of cultural competency within the context of microaggression and to provide recommendations on how to incorporate cultural competence pedagogy into health education preservice courses. Methods: Microaggressions, when not addressed, can create an unwelcoming classroom for students as well as unwelcoming work environments for graduate students and faculty. It can also result in marginalisation and exclusion that can cause a student, graduate student or instructor to drop a class, leave a programme or leave a department. By reflecting on how other academic disciplines have identified the negative effects of microaggression on college students, the authors demonstrate how addressing microaggression through a cultural competency lens in the classroom can benefit a student’s future career in health service provision. Conclusion: While some work has been published on how to integrate cultural competency into health education, there is an absence of work incorporating microaggression and how to address it within health education pedagogy. It is important to address microaggression in all classrooms to ensure welcoming and inclusive environments for all practices in the field after graduation.
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Ankomah, William Sarfo. "African International Teaching Assistants’ Experience of Racial Microaggressions in a Canadian Higher Education Institution." Journal of the International Society for Teacher Education 26, no. 1 (July 31, 2022): 25–39. http://dx.doi.org/10.26522/jiste.v26i1.3818.
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Pervasive racial microaggressions (subtle and everyday racist acts) continue to challenge African international teaching assistants (AITAs) who strive to create conducive learning environments for students in a Canadian university. This qualitative study drew from racial microaggression theory and gathered data through semi-structured individual interviews to examine seven former AITAs’ experiences of racism in their teaching assistant (TA) duties. Findings indicated that non-Black students doubted AITAs’ subject-matter expertise, undermined their English communication skills, and often exhibited aggressive behaviours. Suggestions were made for current and future AITAs, course instructors, and universities that hire them to help improve the quality of AITAs’ duties and their students’ learning experiences. As previous studies largely overlook AITAs’ experiences with racial microaggressions, this study makes significant contributions to the literature that, in turn, can inform policy.
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Willis, Tasha Y. "“And Still We Rise…”: Microaggressions and Intersectionality in the Study Abroad Experiences of Black Women." Frontiers: The Interdisciplinary Journal of Study Abroad 26, no. 1 (November 11, 2015): 209–30. http://dx.doi.org/10.36366/frontiers.v26i1.367.
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Racial microaggressions are racial slights and subtle insults aimed at people of color. Such affronts, though often unintentional, have been documented to come at great psychic, emotional, and physical cost to the targeted individuals. The term microaggression is also applied to women or other groups in society who experience oppression. These insults have been documented in the context of education for years. Though it has been established that students of color often face racial microaggressions on their home campuses, this phenomenon has not been explored in the context of study abroad. How this experience is further complicated by the intersection of gender, race, and other aspects of social identities was the premise of the following study that utilized the Black feminist construct of intersectionality to explore the experiences of 19 African American women who studied abroad through community college programs in three regions: the Mediterranean, West Africa and the British Isles. Findings include experiences of microaggressions by U.S. peers, in-country hosts and in several instances, situations of sexual harassment. Implications and recommendations for study abroad practitioners include discussion of the diversity of community college students, the extension of campus climate to the study abroad program, and the urgent need for critically reflexive staff and faculty equipped to respond effectively to microaggressions.
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Casanova, Saskias, Keon M. Mcguire, and Margary Martin. "“Why you Throwing Subs?”: An Exploration of Community College Students’ Immediate Responses to Microaggressions." Teachers College Record: The Voice of Scholarship in Education 120, no. 9 (September 2018): 1–48. http://dx.doi.org/10.1177/016146811812000901.
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Background/Context Current research within four-year university settings reveals the daily encounters students of color and faculty have with microaggressions—brief, intentional or unintentional comments and behaviors communicating covert biases toward individuals based on their social group membership. The majority of all undergraduate students of color currently attend community colleges, but the occurrence of microaggressions in the community college classroom has been overlooked. We situate our study of microaggressions within the racial microaggressions model framework, which addresses how microaggressive events are mediated by institutional racism through systematic policies, practices, and processes that (re)produce inequitable stratification in higher education. Further, we analyze the immediate effects of and students’ responses to classroom microaggressions. Purpose/Objective/Research Question/Focus of the study The present study explores students’ immediate responses to 51 microaggressions observed in three community colleges. We examine microaggressions in community colleges with the objective to provide a lens into the immediate effects and responses students display to observed classroom microaggressions. In exploring both the effects on students and their responses to microaggressions experienced in 17 classrooms, we gain insight on how these events contribute to or undermine students’ in-the-moment learning experiences, as well as target their academic identities. To this end, we examine the following research questions: 1) In what ways were students’ academic identities targeted by these microaggressions? 2) What were the immediate effects of and students’ responses to the microaggressions experienced in their classrooms? Research Design To examine our research questions, we utilize a mixed-method research design, whereby mixed-method “connecting” was used to systematically quantify the microaggressions that occurred, which were qualitatively recorded in ethnographic fieldnotes from structured observations. We conducted content analyses of the observed microaggression ethnographic fieldnotes using the racial microaggressions model. Findings/Results Microaggressions stigmatized multiple identities the students occupied (e.g., college student identity). Using the racial microaggressions model analytical framework, we found that the most common immediate effects of microaggressions were: disengagement, silence, and discomfort. Immediate responses included laughter and responding with a joke or distraction. While less common, students sometimes resisted through actions of peer support and questioning of the perpetrator. Conclusion/Recommendations By expanding the racial microaggressions theoretical framework to develop an analytical frame that allows for the examination of responses to microaggressions, we can engage in a deeper understanding of the nature of the microaggressive classroom, and the ways that microaggressions target students’ academic identities. As found in our study, some students are engaging in immediate resistant acts to counter the microaggressions they experience, which warrants deeper investigation. Facing the reality that students with marginalized identities are likely to experience microaggressions, institutions should assist students in developing strategic responses that will help them adapt, cope, and resist.
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Greene, Zuri I., Patricia A. Aronson, Debbie A. Bradney, Robert L. Canida, and Thomas G. Bowman. "Racial Microaggressions During Clinical Education Experiences of Professional Master's Athletic Training Students." Athletic Training Education Journal 17, no. 4 (October 1, 2022): 329–38. http://dx.doi.org/10.4085/1947-380x-21-051.
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Context Racial microaggressions can be comments or actions that are often unconsciously or unintentionally directed toward members of marginalized groups. Athletic trainers have been found to be prone to organizational conflict and harassment; however, no studies have investigated whether racial microaggressions occur during athletic training student (ATS) clinical education experiences. Objective To examine the existence of racial microaggressions directed toward ATSs during clinical education, specifically identifying the resources that existed for students who perceived they were encountering racial microaggressions. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited professional master's programs. Patients or Other Participants One hundred fifteen second-year master's students (80 female, 33 male, 1 nonbinary/third gender, 1 wished to not disclose; age = 23.67 ± 3.41 years). Data Collection and Analysis We created a questionnaire based on the purpose of the study and the current literature that we validated via peer and expert review before initiation of the study. We used peer review and multiple-analyst triangulation to provide credibility and analyzed the data with a phenomenological qualitative approach. Results Three main themes emerged: (1) participants experienced forms of microaggression including, but not limited to, microassaults, microinsults, microinvalidations, and stereotypes; (2) participants experienced a lack of action after racial microaggressions; and (3) participants experienced a period of career reconsideration during which they questioned entering the profession because of feeling uncomfortable and discriminated against. Conclusions To reduce the number of racial microaggressions that students face, athletic training education program administrators and preceptors should be educated on racial microaggressions, validate athletic training student emotions, encourage brave spaces where students can openly communicate about what is transpiring at clinical sites, safely identify aggressors, and remove students from harmful environments.
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Hotchkins, Bryan K. "African American Males Navigate Racial Microaggressions." Teachers College Record: The Voice of Scholarship in Education 118, no. 6 (June 2016): 1–36. http://dx.doi.org/10.1177/016146811611800603.
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Background/Context High school educational environments find Black males experience systemic racial microaggressions in the form of discipline policies, academic tracking and hegemonic curriculum. Black males in high school are more likely than their White male peers to have high school truancies and be viewed as intentionally sinister. African American males are labeled by White teachers and administrators as deviant for issues like talking in class, dress code violations and being tardy. Deficit perceptions about African American students as held by White teachers and administrators serve as racial microaggressions within K–12 context. Purpose/Objective/Research Question/Focus of Study Racial microaggressions based on prejudicial White beliefs of teachers impedes the learning process of participants. Racial microaggressive acts are problematic due to being a symptom of the overarching campus racial climate, which is often indicative of the negative historic treatment of Black males by Whites. The cumulative impact of racial microaggressions on Black males negatively impacts self-image, academic performance, and social navigation skills. Examining how Black males responded to racial microaggressions by White teachers and administrators at culturally diverse high school settings was the impetus for this study. Research Design To understand how African American male students responded to racial microaggressions qualitative research was used. Conducting a study that focuses on multiple individualistic lived experiences, I am mindful that “human actions cannot be understood unless the meaning that humans assign to them is understood.” This comparative case study allowed for narrative expression, which informed the experiential meanings participants assigned to enduring racial microaggressions by gathering in-depth information through multiple sources to understand participants’ real life meanings to situations. Conclusions/Recommendations Participants’ engaged in pro-active navigation strategies to minimize and counter racial microaggressions. Navigation strategies were influenced by in- and out-of-class interactions with White teachers and student peers. Analysis of the data gathered during interviews, focus groups, and observations confirmed the racial microaggressive lived experiences of participants. Three themes emerged: (1) monolithic targeting; (2) integrative fluidity; and (3) behavioral vacillation. Participants avoided monolithic targeted racial microaggression(s) by creating meaningful alliances within other racialized student populations by utilizing social and extracurricular relationships as protective barriers to lessen the adverse effects of racial microaggressive experiences.
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Arbia, Monica, Annalisa Anzani, and Antonio Prunas. "L'utilizzo di app per incontri nella popolazione genderqueer: esperienze, vissuti e motivazioni." PSICOLOGIA DELLA SALUTE, no. 1 (January 2021): 32–52. http://dx.doi.org/10.3280/pds2021-001004.
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Background. Le persone genderqueer affrontano numerose sfide nel corso della loro vita e sono esposte ad un rischio aumentato di violenza e molestie dovute alla diffusione della cultura eterossessista e cisgenderista. Per ciò che concerne le relazioni sessuali e romantiche, negli ultimi anni, le app per incontri sono diventate sempre più popolari, cambiando il modo in cui le persone vengono in contatto con nuovi e potenziali partner. Scopo. Lo scopo di questo studio è quello di indagare le esperienze, le emozioni e le moti-vazioni delle persone genderqueer nell'ambito delle app per incontri. Attingendo alla cornice teorica delle microaggressioni gli autori hanno condotto tre interviste qualitative individuali con individui genderqueer adulti. Analisi dei dati. Per analizzare i dati emersi dalle interviste gli autori si sono serviti dell'analisi tematica. Risultati. Le esperienze dei partecipanti riflettono diverse forme di discriminazione, vitti-mizzazione e oggettivazione ma anche forme più positive di interazione, sottolineando così il potenziale positivo delle applicazioni per incontri. I risultati hanno rivelato tre tematiche principali: 1) utenza, motivazioni e benefici relativi all'utilizzo di app per incontri, 2) self-disclosure, 3) esperienze nel contesto delle app per incontri. L'ultimo tema comprende, a sua volta, tre sotto-temi: a) omologazione e morbosità, b) feticizzazione e oggettivazione, c) delegittimazione e discriminazione. Nonostante i suoi limiti, questo studio potrebbe aiutarci a fare luce sull'impatto psicologico che le diverse esperienze vissute nell'ambito delle app per incontri hanno, sul benessere della minoranza genderqueer.
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Velazquez, Ana I., Timothy D. Gilligan, Lauren L. Kiel, Julie Graff, and Narjust Duma. "Microaggressions, Bias, and Equity in the Workplace: Why Does It Matter, and What Can Oncologists Do?" American Society of Clinical Oncology Educational Book, no. 42 (April 2022): 1–12. http://dx.doi.org/10.1200/edbk_350691.
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Despite efforts to embrace diversity, women and members of racial, ethnic, and gender minority groups continue to experience bias, inequities, microaggressions, and unwelcoming atmospheres in the workplace. Specifically, women in oncology have lower promotion rates and less financial support and mentorship, and they are less likely to hold leadership positions. These experiences are exceedingly likely at the intersection of identities, leading to decreased satisfaction, increased burnout, and a higher probability of leaving the workforce. Microaggressions have also been associated with depression, suicidal thoughts, and other health and safety issues. Greater workplace diversity and equity are associated with improved financial performance; greater productivity, satisfaction, and retention; improved health care delivery; and higher-quality research. In this article, we provide tools and steps to promote equity in the oncology workplace and achieve cultural change. We propose the use of tailored approaches and tools, such as active listening, for individuals to become microaggression upstanders; we also propose the implementation of education, evaluation, and transparent policies to promote a culture of equity and diversity in the oncology workplace.
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El-Bialy, Rowan, and Shree Mulay. "Microaggression and everyday resistance in narratives of refugee resettlement." Migration Studies 8, no. 3 (November 8, 2018): 356–81. http://dx.doi.org/10.1093/migration/mny041.
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Abstract The mental health of resettled refugees is not only affected by the trauma they experience before and while fleeing persecution, but also by experiences during the resettlement process. Drawing on a qualitative study of refugees’ experiences of mental wellbeing in a small Canadian city this paper documents participants’ experiences of microaggression and everyday resistance. In our analysis, we refer to the metaphor of uprooting that is often used to describe the totality of refugee displacement. In our expansion of the metaphor, microaggression re-uproots resettled refugees by challenging their right to be where they are. Using acts of everyday resistance, participants in our sample attempted to set down roots in the resettlement context despite microaggressions. Participants’ acts of everyday resistance are captured under five themes: rejecting victimhood, rejecting burden narratives, ignorance as an explanation, the transience of vulnerability, and setting down roots. This study contributes to the literature that de-emphasizes the vulnerability narrative of refugee mental health by demonstrating the role of personal agency in refugees’ experiences of their own wellbeing.
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Hodson, Gordon. "Pushing Back Against the Microaggression Pushback in Academic Psychology: Reflections on a Concept-Creep Paradox." Perspectives on Psychological Science 16, no. 5 (September 2021): 932–55. http://dx.doi.org/10.1177/1745691621991863.
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Echoing the 1960s, the 2020s opened with racial tensions boiling. The Black Lives Matter movement is energized, issuing pleas to listen to Black voices regarding day-to-day discrimination and expressing frustrations over the slow progress of social justice. However, psychological scientists have published only several opinion pieces on racial microaggressions, primarily objections, and strikingly little empirical data. Here I document three trends in psychology that coincide with the academic pushback against microaggressions: concept-creep concerns, especially those regarding expanded notions of harm; the expansion of right-leaning values in moral judgments (moral foundations theory); and an emphasis on prejudice symmetry, with the political left deemed equivalently biased against right-leaning targets (e.g., the rich, police) as the right is against left-leaning targets (e.g., Black people, women, LGBT+ people). Psychological scientists have ignored power dynamics and have strayed from their mission to understand and combat prejudice against disadvantaged populations, rendering researchers distracted and ill-equipped to tackle the microaggression concept. An apparent creep paradox, with calls to both reduce (e.g., harm) and expand (e.g., liberal prejudices, conservative moral foundations) concepts, poses a serious challenge to research on prejudice. I discuss the need for psychology to better capture Black experiences and to “tell it like it is” or risk becoming an irrelevant discipline of study.
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Thompson, Katina Williams, and Susan Dustin. "Guess who’s coming to deliver? Tough decisions about race in the workplace." CASE Journal 15, no. 5 (March 30, 2019): 416–40. http://dx.doi.org/10.1108/tcj-01-2018-0020.
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Theoretical basis The authors used Sue’s (2010) microaggression process model and Freeman et al.’s (2010) stakeholder theory as a theoretical basis for this case. Research methodology Information for the case was gathered from publicly available sources. No formal data collection efforts were undertaken. Case overview/synopsis Guess Who’s Coming to Deliver is a case that examines an event that occurred at Lowe’s Home Improvement Warehouse in late July and early August of 2015. A customer who had purchased some products from Lowe’s requested that only White delivery people were dispatched to her home because she did not allow African–American people in her house. The case is factual and was written from information that was publicly available in the media. The case is designed to help instructors facilitate a meaningful classroom discussion about microaggressions from the different stakeholder perspectives. Complexity academic level The case is relevant for undergraduate and graduate organizational behavior and human resource management courses.
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Resnick, Courtney A., and M. Paz Galupo. "Assessing Experiences With LGBT Microaggressions in the Workplace: Development and Validation of the Microaggression Experiences at Work Scale." Journal of Homosexuality 66, no. 10 (November 26, 2018): 1380–403. http://dx.doi.org/10.1080/00918369.2018.1542207.
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Lilienfeld, Scott O. "Microaggressions." Perspectives on Psychological Science 12, no. 1 (January 2017): 138–69. http://dx.doi.org/10.1177/1745691616659391.
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Nordmarken, S. "Microaggressions." TSQ: Transgender Studies Quarterly 1, no. 1-2 (January 1, 2014): 129–34. http://dx.doi.org/10.1215/23289252-2399812.
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Choi, Youngmi, and Youngho Song. "A Qualitative Research on Microaggression Experiences and Coping-response of Immigrant Youth." Journal of Multicultural Society 15, no. 2 (June 30, 2022): 171–204. http://dx.doi.org/10.14431/jms.2022.6.15.2.171.
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Yearwood, Edilma L. "Microaggression." Journal of Child and Adolescent Psychiatric Nursing 26, no. 1 (January 27, 2013): 98–99. http://dx.doi.org/10.1111/jcap.12021.
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Gartner, Rachel E., Paul R. Sterzing, Colleen M. Fisher, Michael R. Woodford, M. Killian Kinney, and Bryan G. Victor. "A Scoping Review of Measures Assessing Gender Microaggressions Against Women." Psychology of Women Quarterly 44, no. 3 (June 15, 2020): 283–306. http://dx.doi.org/10.1177/0361684320920834.
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While considerable knowledge exists about blatant gender discrimination and violence targeting women, less is known about gender microaggressions. To understand gender microaggressions’ frequency, prevalence, and effects, researchers need robust quantitative measures. To advance gender microaggressions scholarship and support researchers’ efforts to identify high-quality measures, we conducted a psychometric scoping review. We identified 24 original, quantitative, multi-item measures designed to assess gender microaggressions or related constructs. Included measures needed at least one item assessing gender microaggressions and be used with adult women in the United States. Results indicated an increase in the number of measures including gender microaggressions’ items in recent years, with a major expansion in the number of named gender microaggressions’ measures. We found limited reporting of demographic information. Psychometric testing and characteristics varied across measures. While most ( n = 20) reported internal consistency reliability, only two-thirds ( n = 16) reported undergoing validity testing. When examining microaggressions named measures ( n = 10), we found inconsistent adherence to microaggressions’ theoretical and conceptual foundations. Substantial work remains to develop a “gold standard” measure that does not conflate subtle and blatant acts, assesses the full thematic range of gender microaggressions, and is psychometrically valid across different social contexts and diverse groups of women.
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Lui, P. Priscilla. "Racial Microaggression, Overt Discrimination, and Distress: (In)Direct Associations With Psychological Adjustment." Counseling Psychologist 48, no. 4 (February 15, 2020): 551–82. http://dx.doi.org/10.1177/0011000020901714.
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Scholars in diverse disciplines have examined the associations between psychological adjustment and microaggression, and overt discrimination. It remains unclear whether the roles of microaggression in adjustment outcomes can be differentiated from the roles of overt discrimination and neuroticism. I examined the extent to which racial microaggression explained unique variances of negative affect, alcohol consumption, and drinking problems while controlling for overt discrimination and neuroticism among African American, Asian American, and Latinx American college students ( N = 713). Intervening roles of psychological distress linking microaggression and overt discrimination to adjustment outcomes were also tested. Among African Americans, microaggression and overt discrimination did not consistently predict psychological adjustment. Among Asian and Latinx Americans, microaggression and overt discrimination predicted negative affect via psychological distress. Microaggression also explained the variances of alcohol use outcomes among Asian Americans. Findings are discussed in the context of an acute racism reactions model and underscore the importance of considering overt discrimination and microaggression simultaneously as determinants of psychological adjustment.
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Gooding, Anita, and Gita R. Mehrotra. "Interrupting White Supremacy in Field Education." Advances in Social Work 21, no. 2/3 (September 23, 2021): 311–30. http://dx.doi.org/10.18060/24095.
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As social work’s signature pedagogy, field education socializes students into their professional roles as practitioners. However, for students and field instructors of color, racial microaggressions add another dimension to the practice experience. Utilizing findings from a qualitative study exploring the experiences of Black, Indigenous, and People of Color (BIPOC) social work students and agency-based field instructors, this paper highlights experiences of microaggressions in field placement settings. Specifically, BIPOC students and field instructors described being tokenized in agencies, feeling invisible in placement settings, experiencing microaggressions from service users or students, and witnessing microaggressions. Experiences of microaggressions had emotional impacts, and affected participants’ sense of professional identity and confidence. Based on findings, we share recommendations for addressing racial microaggressions within social work field education in order to promote racial equity, including: grounding microaggressions in an ecological approach, unpacking the concept of professionalism, and building capacity of field instructors and agencies to respond to racism and microaggressions. Addressing microaggressions in field education is necessary to support BIPOC students in field placements, honor the work and well-being of racialized social workers who serve as field instructors, disrupt white supremacy, and move the social work field forward in regard to anti-racist practice.
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Arijs, Quinn, Aisa Burgwal, Jara Van Wiele, and Joz Motmans. "The Price to Pay for Being Yourself: Experiences of Microaggressions among Non-Binary and Genderqueer (NBGQ) Youth." Healthcare 11, no. 5 (March 3, 2023): 742. http://dx.doi.org/10.3390/healthcare11050742.
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This study explores the experiences of NBGQ youth with microaggressions. It investigates the types of microaggressions they face and their subsequent needs and coping mechanisms and the impacts on their lives. Semi-structured interviews with ten NBGQ youth in Belgium were conducted and analyzed using a thematic approach. The results showed that experiences of microaggressions were centered around denial. The most common ways to cope were finding acceptance from (queer) friends and therapists, engaging in a conversation with the aggressor, and rationalizing and empathizing with the aggressor, leading to self-blame and normalization of the experiences. Microaggressions were experienced as exhausting, which influenced the extent to which the NBGQ individuals wanted to explain themselves to others. Furthermore, the study shows an interaction between microaggressions and gender expression, in which gender expression is seen as a motive for microaggressions and microaggressions have an impact on the gender expression of NBGQ youth.
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Maiden, James. "Minority Males and Graduate Education: Confronting Microaggressions in Counsellor Education Programs." Interdisciplinary Journal of Education Research 3, no. 1 (March 29, 2021): 66–73. http://dx.doi.org/10.51986/ijer-2021.vol3.01.07.
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Microaggressions are intentional or unintentional exchanges that communicate hostile, derogatory, negative slights and insults to people of colour. Microaggressions are prevalent on college campuses across the United States. This article explores the impact of microaggressions on minority male graduate students in counsellor education programs. The article further discusses how institutions and counsellor education programs must address racial stereotypes through cultural competency training and hiring diverse faculty and staff. A quantitative design was employed to understand minority males’ perceptions of microaggressions. The sample of the study consisted of (n=99) participants comprised of Asian (n=30), Hispanic (n=33), and Black (n=36) male degree recipients from counsellor education programs. The data were collected using the Racial and Ethnic Microaggressions Scale (REMS) while a one-way ANOVA was used to examine the impact of microaggressions. The study revealed a difference in perceived microaggressions between Asian, Hispanic, and Black students in counsellor education programs.
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Korman, Joanna, Boyoung Kim, Bertram F. Malle, and David M. Sobel. "Ambiguity Under Scrutiny: Moral Judgment of Microaggressions." Social Cognition 40, no. 6 (December 2022): 528–48. http://dx.doi.org/10.1521/soco.2022.40.6.528.
Full textAbstract:
Microaggressions are subtle, offensive comments that are directed at minority group members and are characteristically ambiguous in meaning. In two studies, we explored how observers interpreted such ambiguous statements by comparing microaggressions to faux pas, offenses caused by the speaker having an incidental false belief. In Experiment 1, we compared third-party observers’ blame and intentionality judgments of microaggressions with those for social faux pas. Despite judging neither microaggressions nor social faux pas to be definitively intentional, participants judged microaggressions as more blameworthy. In Experiment 2, microaggressions without explicit mental state information elicited a similar profile of judgments to those accompanied by explicit prejudiced or ignorant beliefs. Although they were, like faux pas, judged not to cause harm intentionally, microaggressive comments appeared to be judged more blameworthy on account of enduring prejudice thought to be lurking behind a speaker's false beliefs. Our current research demonstrates a distinctive profile of moral judgment for microaggressions.
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Williams, Monnica T. "Racial Microaggressions: Critical Questions, State of the Science, and New Directions." Perspectives on Psychological Science 16, no. 5 (September 2021): 880–85. http://dx.doi.org/10.1177/17456916211039209.
Full textAbstract:
Racial microaggressions are an insidious form of racism with devastating mental-health outcomes, but the concept has not been embraced by all scholars. This article provides an overview of new scholarship on racial microaggressions from an array of diverse scholars in psychology, education, and philosophy, with a focus on new ways to define, conceptualize, and categorize racial microaggressions. Racism, along with its many forms and manifestations, is defined and clarified, drawing attention to the linkages between racial microaggressions and systemic racism. Importantly, the developmental entry points leading to the inception of racial bias in children are discussed. Theoretical issues are explored, including the measurement of intersectional microaggressions and the power dynamics underpinning arguments designed to discredit the nature of racial microaggressions. Also described are the very real harms caused by racial microaggressions, with new frameworks for measurement and intervention. These articles reorient the field to this pertinent and pervasive problem and pave the way for action-based responses and interventions. The next step in the research must be to develop interventions to remedy the harms caused by microaggressions on victims. Further, psychology must make a fervent effort to root out racism that prevents scholarship on these topics from advancing.