Ethnic Microaggressions Research Articles

Acceptability of Racial Microaggressions From the Perspective of Speech-Language Pathology Students.

Implicit racial and ethnic biases have been documented across a variety of allied health professions; however, minimal research on this topic has been conducted within the field of speech-language pathology. The purpose of this study was to understand implicit racial and ethnic bias in speech-language pathology students by examining their perceptions and attitudes about the acceptability of racial and ethnic microaggressions. We also examined whether the student ratings varied by their racial and ethnic identity (White vs. people of color [POC]). Fifty-nine students (72% White, 28% POC) currently enrolled in a speech-language pathology program voluntarily completed the Acceptability of Racial Microaggressions Scale via an online Qualtrics survey. Although 70% of the student ratings classified the microaggressive statements as unacceptable, 30% of their ratings classified the statements as either (a) acceptable or (b) neither acceptable nor unacceptable. Although both groups of students rated the majority of statements as unacceptable, students who self-identified as White rated more statements as acceptable than students who self-identified as POC. Findings indicating relatively high rejection of microaggressive statements by speech-language pathology students are promising. However, responses were not uniform, and a nontrivial proportion of responses provided by speech-language pathology students reflected passivity toward or active endorsement of microaggressive statements.

The Relationship Between Microaggressions, Race-Based Traumatic Stress, and Posttraumatic Growth: Assessing the Moderating Role of Christian Gratitude for African American Christians

In the current study, the authors sought to understand the relationships between Christian gratitude (CG) and posttraumatic growth (PTG) following racial and ethnic microaggressions (REMs) and race-based traumatic stress (RBTS) in a sample of Black Christians in the United States ( N = 157). Using a moderated mediation analysis, the researchers explored the mediating role of RBTS in the link between REM and PTG, using CG as a moderator between RBTS and PTG. Findings showed a positive association between REM and PTG (a medium effect). Furthermore, a positive association appeared between REM and RBTS, and RBTS and PTG (both medium effects). Finally, inconsistent with the proposed hypothesis, the index of moderated mediation was not significant. In other words, CG showed no significant interactive relationship with RBTS for moderation between RBTS and PTG. The authors examine the therapeutic implications of the findings as well as potential directions for future research.

The frequency and psychological effects of name mispronunciation in an independent school

Names are a critical part of human identity. In our study, we wanted to observe the occurrence and psychological impact of microaggressions and name mispronunciation on high school student psychological well-being. Limited research in the area of microaggressions has demonstrated racial associations with name mispronunciation, and negative psychological effects of microaggressions in medical school and university level environments. We hypothesized that a minority of students would be unfamiliar with the term microaggression and more than 50% of students would have experienced a microaggression since the beginning of their first year of high school. We also hypothesized that non-white students would be more likely to experience racial and ethnic microaggressions, including having their names mispronounced. To test our hypothesis, we employed an electronic survey to assess the knowledge of microaggressions, frequency of microaggressions and name mispronunciation, and emotional response to microaggressions and name mispronunciation in high school students and faculty. Our results showed that non-white students were 2.55 times more likely to experience racial or ethnic microaggressions compared to white students. Students experiencing microaggressions most commonly reported feelings of exhaustion, embarrassment, and loss of sense of belonging. Future research with a larger sample size and greater representation among racial groups would be beneficial and would likely yield more statistically significant results. Our study can guide educational components for community members to increase awareness of the negative psychological effects of microaggressions and name mispronunciation.

Microaggressions and general health among Black and Asian Americans: The moderating role of cognitive reappraisal.

The present study has two aims: (a) to examine the frequency of various microaggression types experienced by Asian and Black Americans and (b) to examine cognitive reappraisal as a moderator of the relationship between microaggression types and general health. Two hundred seventy-one Black and Asian American participants recruited from Amazon Mechanical Turk completed a cross-sectional online survey. The Racial and Ethnic Microaggressions Scale was used to assess the frequency with which participants experienced six different types of microaggressions. Cognitive reappraisal was assessed by the cognitive reappraisal subscale of the Emotion Regulation Questionnaire. General health was assessed by the RAND 36-item Short Form Health Survey. We found that Black Americans experienced higher levels of Inferiority, Criminality, Workplace/School Microaggressions and Microinvalidations than Asian Americans. In contrast, Asian Americans experienced greater Exoticization and Environmental Microaggressions. There were ethnic/racial group differences in whether cognitive reappraisal moderated the relationships between microaggression types and general health. Our findings highlight important differences in the types of microaggressions experienced across ethnic/racial groups, and the role of cognitive reappraisal in influencing the detrimental effects of microaggressions on general health. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Physician experiences of workplace racial and gender microaggressions.

To investigate racial and gender-specific microaggressions that are experienced by pediatric otolaryngologists at work. An anonymous web-based survey consisting of 18 questions was sent to American Society of Pediatric Otolaryngology (ASPO) members via an email link. The survey included questions from the Workplace and School Microaggressions component of the Racial and Ethnic Microaggressions (REM) Scale. 125 out of 610 ASPO members completed the survey for a response rate of 20.5%. 28% of respondents reported experiencing a racial/ethnic microaggression in the last six months. Respondents who identified as Asian American Pacific Islander had significantly higher REM scores when compared with Caucasian respondents (p<0.05). There was no significant difference in scores when comparing the other Race categories. Female respondents reported significantly higher gendered-microaggression scores compared to those identifying as male (p<0.001). 66% of female respondents experienced some form of gender-based microaggression in the last six months. By providing evidence that pediatric otolaryngologists continue to report experiences of discrimination in the form of microaggressions, this study aims to increase awareness and inspire a more inclusive work environment.

Training Student Pharmacists How to Mitigate Racial or Ethnic Microaggressions in Patient Encounters

The experience of interfacing with the health care system is a taxing one for racially or ethnically marginalized patients (REMPs). The seemingly inevitable occurrence of encountering microaggressions is reason enough to avoid the interaction for many resulting in worse health outcomes. Microaggressions result in conflict, loss to follow-up, and reinforcing the unwelcome atmosphere of the health care system to REMPs. Teaching antimicroaggressive content in doctor of pharmacy curricula is critical for reducing strain on the fragile relationship between REMPs and the health care system. Whether it is gathering a patient history, devising a patient-centered care plan, or counseling patients, there is an opportunity for an interaction that could sever the patient’s trust in the health care system. Teaching each of these skills-based learning activities should be combined with didactic lessons in nonjudgmental and nonmicroaggressive communication approaches. In addition, lessons regarding the impact of microaggressions on REMPs should also be present so that learners may appreciate the impact of a clinician’s actions on REMPs in this regard. To establish evidence-based best practices, more research on teaching antimicroaggressive didactic and skills-based content to student pharmacists is needed.

Racial microaggressions and major discriminatory events explain ethnoracial differences in psychotic experiences.

Few empirical studies have examined whether exposure to major racial discrimination explains ethnoracial disparities in psychosis outcomes and none to our knowledge have done so in the U.S. or have examined the role of other forms of racism such as racial microaggressions. The present study examined ethnoracial differences in self-reported psychotic experiences (PE) among 955 college students in an urban environment in the Northeastern U.S., and the degree to which major experiences of racial discrimination and racial microaggressions explains ethnoracial differences in PE. Mean scores on self-report inventories of PE and distressing PE (i.e., Prodromal Questionnaire (PQ)), major experiences of racial discrimination (EOD), and racial and ethnic microaggressions (REMS) were compared across 4 ethnoracial groups (White, Black, Asian, and Latina/o). Results from parallel mediation linear regression models adjusted for immigrant status, age, gender, and family poverty using the Hayes PROCESS application indicated ethnoracial differences in PE were explained independently by both forms of racism. Specifically, Black young people reported higher mean levels of PE, and distressing PE than both White and Latina/o people and the difference in PE between Black and White and Black and Latino/a young people was significantly explained by both greater exposure to racial microaggressions and major racial discriminatory experiences among Black people. This study re-emphasizes the explanatory role of racism, in its multiple forms, for psychosis risk among Black young populations in the US. Anti-racism interventions at both structural and interpersonal levels are necessary components of public health efforts to improve mental health in Black populations.

Ethnic Microaggressions and Adolescents’ Self-Esteem and Academic Futility: The Protective Role of Teachers

The central focus of this study is the perceived frequency and consequences of ethnic microaggressions. Research in this area of adolescent literature on ethnic discrimination is underdeveloped. Evidence showing that microaggressions are not interchangeable with blatant forms of discrimination and can have a severe negative impact on well-being is scarce. This study focuses on (a) three subdimensions of microaggressions (denial of ethnic reality, emphasis on differences, and negative treatment, (b) differences in frequency based on Muslim affiliation, country of origin, and generational status, (c) the relationship of microaggressions with self-esteem and sense of academic futility, and (d) the protective role of teachers. We use a dataset of 2,763 students of immigrant descent from 64 Belgian secondary schools. The results show that a denial of ethnic reality and negative treatment are related to less self-esteem and more academic futility. The opposite is true for emphasis on differences.

School‐based racial microaggressions and depression among Indigenous young adults

AbstractPrevious research on the risk factors for the development of mental health disorders among Indigenous Peoples in the United States suggest that experiencing prejudice is correlated with the development of psychopathology. However, the relation between school‐based prejudice, including microaggressions, and the development of depression remains unexamined. As such, the current study is an exploratory analysis among a small sample (N = 47) of age 18–25 Indigenous young adults from the American Northwest examining the predictive relation between their retrospective recall of school‐based racial microaggressions as measured by the School‐Based Racial and Ethnic Microaggressions Subscale and their current levels of depressive symptoms in adulthood as measured by the Center for Epidemiological Studies Depression Scale. There was a statistically significant predictive relation found between participant's retrospective recall of microaggressions and their current levels of depression as young adults. As such, the practice and policy implications for school‐based professionals are discussed.

Revealing hidden experiences: Gendered microaggressions and surgical faculty burnout

BackgroundStudies report higher burnout in women faculty surgeons compared to men. However, few studies have examined underlying mechanisms for these gendered differences. Gendered differences in microaggression experiences may explain part of the relationship between gender and burnout. We aimed to investigate the relationship between gender, gendered microaggressions, and burnout and test the hypothesis that microaggressions contribute to the relationship between gender and burnout. MethodsIn this 2021 study, a survey was distributed to surgical faculty at 7 institutions. Variables included gender identity, race, average hours worked recently, the Oldenburg Burnout Inventory, and a modified Racial and Ethnic Microaggressions Scale to assess gendered microaggressions. To assess the relationship between surgical faculty gender and burnout, and if this relationship could be explained by microaggressions, a mediation model was tested. ResultsA total of 109 participants (40% female) completed the survey and were included in analysis. The hypothesized indirect effect of gender on burnout (M = 2.70/5, SD = 0.81), through gender-based microaggressions (M = 1.7/5, SD = 1.9), was significant, B = −0.25, SE B = 0.09, confidence interval (−0.44 to −0.09): women surgeons reported higher levels of gendered microaggressions, which predicted higher levels of burnout. The overall model was significant (R2 = .16, F[6,102] = 3.33, P < .01). Race, specialty, hours worked, and years of experience were all not significant in the model. ConclusionGendered microaggressions mediate the relationship between gender and burnout, providing a potential mechanism for the higher rates of burnout in women surgeons evident in prior research. These multi-institutional data provide a focus for targeted initiatives that could decrease both burnout rates and the impact of gender bias on surgical faculty.

On the relationship between experienced microaggressions and mental health stigma among members of marginalized groups

ABSTRACT Objectives: Members of historically marginalized racial and ethnic groups are more likely to experience racial and ethnic microaggressions (REMs), as well as to endorse greater mental health stigma. The present study examined whether the experience of REMs partially explains a greater likelihood of endorsing mental health stigma among members of marginalized groups. Method: 494 undergraduate students and MTurk workers completed a survey including measures of the experience of REMs, mental health symptoms, and mental health stigma (including mental illness microaggressions [MIMs]). Analyses examined the association between the experience of REMS and mental health stigma, and whether REMS mediated the relationship between race/ethnicity and mental health stigma. Results: Black/African-American participants endorsed experiencing significantly more REMs than participants from other racial/ethnic groups, while both Latinx and Black/African-American participants endorsed a greater willingness to engage in MIMs. REMs significantly predicted intent to perpetrate MIMs; however, mediational analyses did not support that REMs mediated the relationship between race/ethnicity and MIMs. Discussion: Findings suggest that the experience of REMs may predispose individuals to “pass along” discrimination that they have experienced to persons diagnosed with mental illness, but this relationship does not explain why members of racial and ethnic minorities may express more mental health stigma.

Minority Males and Graduate Education: Confronting Microaggressions in Counsellor Education Programs

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.

Examining the role of ethnic microaggressions and ethnicity on cortisol responses to an acute stressor among young adults.

Objective: This study examined whether the frequency of experiences of ethnic microaggressions and the sensitivity to such experiences were associated with cortisol responses to an acute social stressor (Trier Social Stress Test; TSST) among an ethnically diverse sample of young adults (N = 109, Mage = 18.82 years, SD = 1.40 years, 74% female, 44% Latinx). Method: Self-reported experiences of and sensitivity to microaggressions were assessed using the Everyday Microaggressions Scale. Participants' salivary cortisol was collected before, immediately after, and at three 15-min intervals after the TSST (for a total of 5 salivary samples) to assess their cortisol responses to an acute social stressor. Results: Mixed model analyses revealed that experiencing a higher frequency of microaggressions (p = .005) and being more sensitive to those experiences (p = .001) were associated with a more blunted cortisol response (i.e., lower cortisol reactivity and recovery) to the TSST, relative to experiencing a lower frequency of microaggressions and being less sensitive to them. Furthermore, this blunted cortisol response to the TSST was more prominent among young adults of Latinx and other ethnic backgrounds (i.e., biracial, African American, and Native American) compared to their Asian American and non-Hispanic White peers (p = .034). Conclusion: Findings provide insight into the different ways in which experiences of ethnic microaggressions can be associated with biological markers of stress. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Evaluation of Racial Microaggressions Experienced During Medical School Training and the Effect on Medical Student Education and Burnout: A Validation Study

IntroductionMicroaggressions in the learning environment have been documented at various levels of medical training. However, there is lack of data detailing the prevalence and effects of racial microaggressions in medical school. This limits interventions that might improve the learning environment for underrepresented minority medical students (URMMS). This study describes the creation and validation of a survey instrument characterizing the experience of microaggressions in medical school and their impact on medical student education and burnout. MethodsAn anonymous survey instrument was adapted for medical students from the validated Racial and Ethnic Microaggressions Scale (REMS) and distributed to the national listservs of the Student National Medical Association (SNMA), Latino Medical Student Association (LMSA), and the Asian Pacific American Medical Student Association. Responses were categorized into two cohorts: under-represented minority (URM) and non-URM based on self-reported race or ethnicity. ResultsA total of 217 responses were collected from medical students across the United States, with 148 (68.2%) students identifying as URM. URM respondents were significantly (p < 0.05) more likely to report experiencing race-related microaggressions during medical school (55% vs 31%), and to report that these microaggressions contributed to feelings of burnout (62% vs 29%) and compromised learning (64% vs 49%). URM students were significantly less likely to feel that adequate resources were available to address microaggressions (26% vs 39%, p < 0.05). ConclusionsOur results suggest that microaggressions experienced by URMMS can be evaluated using an adapted REMS. Additionally, the experience of microaggressions negatively impact the learning environment, and students feel the availability of sufficient resources to address microaggressions and their effects are lacking. Further research is needed to evaluate microaggressions and their impact on a larger scale. This should be followed by interventions to minimize the frequency and impact of these microaggressions.

The Room Where It Happens: Reflections on Being a Black Woman in the Academy

The Black Lives Matter movement emerged in 2013 as a result of George Zimmerman being acquitted for the death of Trayvon Martin. Until recently, the movement was mostly limited to violence inflicted on Black and Brown bodies at the hands of the police. More recently scholars, have extended the movement to include the experiences of minorities in academia with the purpose of addressing the institutional biases along with the racial and ethnic micro-aggressions that result from them. The purpose of this essay is to explore micro-aggressions and how they have impacted my life as a Black female scholar in the academy. In my discussion, I provide direct accounts of racialized and gendered experiences that have shaped me. The experiences highlighted in this essay reflect the broader challenges that minority faculty experience when they attempt to be gain visibility and respect in their disciplines.

Reactions to Witnessing Ethnic Microaggressions: An Experimental Study

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.

Values, acceptance, and belongingess in graduate school: Perspectives from underrepresented minority students

BackgroundAlthough the enrollment rate of students who come from racial and ethnic backgrounds traditionally underrepresented (URM) in higher education settings is steadily increasing in United States graduate programs, URM students are still considerably underrepresented. Systemic racial and ethnic discrimination, microaggressions, and low belongingness may negatively impact psychological functioning and interfere with academic success. Objective: This study explored the relationship between racial and ethnic stressors, belongingness, acceptance, and valued living on the psychological functioning of URM graduate students. Method: Participants (N = 436) were URM students pursuing their doctoral degree in the United States who completed the Schedule of Racist Events, Racial and Ethnic Microaggressions Scale, Campus Connectedness Scale, Valued Living Questionnaire, Philadelphia Mindfulness Scale, and the Depression, Anxiety, and Stress Scales. Results: Racial and ethnic microaggressions and stressors were positively associated with psychological distress and belongingness was negatively associated with psychological distress (r's = .21-0.33). However, three hierarchical regression analyses demonstrated that both acceptance of internal experiences and values-based living predicted psychological functioning (depression, anxiety, and stress) over and above the negative effects of racial and ethnic stressors and low perceived belongingness. Conclusions: Although systemic changes are needed to address the inequities that URM graduate students face, helping students to cultivate an accepting stance and live consistently with personal values could buffer against the effects of these stressors on psychological functioning.

The Psychological and Academic Costs of School-Based Racial and Ethnic Microaggressions

Research examining links between racial-ethnic microaggressions and educational and psychological outcomes can be improved with the development of brief and reliable measurement tools. Our brief Sc...

The Injurious Relationship Between Racial Microaggressions and Physical Health: Implications for Social Work

ABSTRACTIn recent years, the study of racial microaggressions (or subtle forms of racial discrimination) has increased significantly in the social sciences, particularly highlighting the negative impact of racial microaggressions on individuals’ mental health. Despite this, there is a dearth of literature that has examined the relationship between racial microaggressions and physical and psychological health. Using two self-reported measures—the Racial and Ethnic Microaggressions Scale (REMS) and the RAND 36-Item Short Form Health Survey—with a diverse group of participants (N = 277), results suggest that racial microaggressions are significantly correlated with poorer health conditions. Furthermore, racial microaggressions were found to predict various types of physical health conditions, such as general health problems, pain, lower energy levels, and fatigue. Finally, different types of microaggressions (e.g., microaggressions in school or the workplace, environmental microaggressions) were found to be predictors of specific health issues. Implications for social work are discussed.

The Relationship Among Ethnicity-Related Experiences, Minority Mental Health, and Ethnic Awareness in Social Interactions

ABSTRACTInterethnic interactions are often characterized by anxiety, discomfort, and increased awareness of both the self and the interaction partner, which may compound the likelihood of these interactions resulting in negative outcomes. This necessitates further examination of the psychological experience of interethnic interactions. One such piece of the psychological experience is awareness of one’s own ethnicity during interethnic interactions. In the current study, 449 adults of all ethnic identifications completed measures assessing ethnic awareness during interethnic interactions, ethnicity-related experiences, and mental health. African-Americans reported the greatest amount of ethnic awareness, and also endorsed significantly more ethnic awareness during social interactions than Whites. Ethnic awareness was also found to correlate well with measures of ethnic identity, racial microaggressions, perceived stress, depression, and hostility. Future research may wish to construct and validate a psychometrically sound measure of ethnic awareness in social interactions, incorporating the construct into examinations of race-related stress and other aspects of multicultural psychology.