Microaggressions Research Articles

How Positive Attitudes Toward Asians Influence Perceptions of Racial Microaggressions

The study examined the effect that positive attitudes toward Asians had on perceptions of negative effects associated with workplace racial microaggressions enacted against Asians. Positive stereotypes based on the model minority myth portray Asians as hard-working, industrious, and technically competent. Positive stereotypes, such as these, can in turn influence individuals’ attitudes towards Asians, and as a result, also affect their ability to perceive racial microaggressions. To test this, we asked participants to read a series of vignettes that depicted different types of racial microaggressions, consisting of both overt (microassault) and covert (microinsult, microinvalidation, and overvalidation) types. Results showed that positive attitudes towards Asians diminished one’s ability to perceive the negative effects of experiencing subtle types of microaggressions compared to the most blatant type of microaggression. This was especially true when the subtle microaggressions were based on positive stereotypes of Asians. The negative effects of acting on positive group stereotypes are discussed.

I Love My Hair: The Weaponizing of Black Girls Hair by Educators in Early Childhood Education

The study explored the experiences and perceptions of Black girls as conveyed through the narratives of their parents. In particular, this study focused on racial microaggressions in early childhood education (preschool through third grade). The study employed narratives written by 44 parents of Black children. Ultimately, their narratives demonstrated that Black hair was viewed as a marker of second-class citizenship and as an indicator of defilement. The individuals communicating these microaggressions ranged from educators to other children in the classroom. Negative messages about Black hair are particularly concerning in early childhood education, especially given the important role early learning has on children’s formative development. Implications for early childhood educators are extended.

Invalidated identities: The disconfirming effects of racial microaggressions on Black doctoral students in STEM

AbstractBlack students face repeated racial microaggressions that may challenge their mental health and academic performance in engineering doctoral programs. Researchers attribute this to stereotypes and institutional climates that juxtapose their STEM and racial identities as incongruent. In this article, we analyzed the perceptions of environmental, behavioral, and verbal racial microaggressions of 33 Black doctoral students and postdocs, with a focus on their interactions with non‐Black peers. Data were collected through semi‐structured interviews with Black doctoral students from 11 Predominantly White Institutions in the United States. To analyze the experiences of our participants, we utilized two theoretical frameworks: Racial microaggressions and identity nonverification. Across the interviews, participants described various forms of racial microaggressions that greatly challenged their sense of belonging and identities as engineers. This research affirms the need to develop initiatives at the departmental and institutional levels to encourage more inclusive spaces for diverse students in STEM doctoral programs and to combat the types of exclusionary practices found in this study.

Catching identitiesin flight

AbstractWe present a case study of a small talk sequence in a Belgian workplace between two female colleagues with a migration background, in which they share stories with each other on racial micro-aggressions they personally experienced. We draw on the social practice approach and focus on the narrators’ identity work in this interaction. We found that the narrators construct stories in which powerless and outgroup identities are projected upon them in the storyworld, but by means of which more empowered identities and an ingroup with the interlocutor are talked into being in the storytelling world. Interestingly, these findings can be linked to the rejection-identification dynamic. This social psychological model shows that individuals who experienced discrimination are able to buffer negative consequences to their psychological well-being by identifying with the group that is discriminated against. This article adds to this earlier research by showing the crucial role of language, in particular of storytelling and small talk, in this rejection-identification dynamic.

“Like a Fish Out of Water”

Problem, research strategy, and findings Many planning practitioners, faculty, and students have worked to address diversity and inclusion. However, only a few studies have examined specifically the ways in which African American and Latinx students perceive and experience instruction related to racial/ethnic diversity and the overall diversity climate as part of their urban planning education. This study, conducted by the Association of Collegiate Schools of Planning (ACSP) Planners of Color Interest Group (POCIG), is based on 451 surveys with urban planning students of all racial/ethnic identities and 14 in-depth interviews with African American and Latinx students. Survey results show that most students report an overall supportive and positive climate for diversity within their programs. Nonetheless, survey data also show differences between African American, Latinx, and White students’ experiences of bias and discrimination. Furthermore, interviews revealed that African American and Latinx students continue to face challenges in urban planning programs. Takeaway for practice The educational training of planners, in general, does not attempt to undo discriminatory practices; instead, these racialized tensions move from the classroom to the workplace. Ultimately, strategies to diversify the planning profession fail because of exclusionary interpersonal and institutional practices. Findings provide insight into how to better support African American and Latinx students in academia and as future practitioners. Results also suggest that greater representation of African American and Latinx students, coupled with mentorship, the creation of counter-spaces, and faculty/staff training on racial microaggressions, could foster more inclusive learning environments in urban planning institutions. Fostering inclusive environments will, in turn, help students learn how to develop healthy relationships with diverse communities. These interpersonal skills likely will translate into a more welcoming workplace and expand opportunities for effectively engaging Latinx and African American communities.

O efeito das microagressões raciais de gênero na saúde mentalde mulheres negras

This study aims to evaluate the effects of gendered racial microaggressions on the mental health of black women, specifically the influence of the variables identity and self-esteem on the relationship between the frequency of gendered racial microaggressions and mental health. 76 women participated in the study. The mean age was 24.62 years (SD = 6.3). Participants answered four instruments in addition to sociodemographic questions: Gendered Racial Microaggression Scale, Goldberg General Health Questionnaire, Group Identification Scale, and Rosenberg Self-Esteem Scale. The results indicate that the high frequency of gendered racial microaggressions predicts worse levels of mental health and self-esteem. Self-esteem mediates the relationship between microaggressions and general health. It is a protective factor of mental health. Identity moderates this relationship, so that a high identification as a black woman is related to lower levels of mental health when faced with a high frequency of discriminatory events. Despite some limitations, the objectives were achieved. Future studies should contribute with explanations of the relationship between gendered racial microaggressions and mental health.

Linguistic racism: its negative effects and why we need to contest it

ABSTRACT Linguistic racism is magnified when a speaker is multilingual and shuttles between different languages and language varieties. This reality is underscored in this commentary that reviews four empirical studies that comprise this special issue on linguistic racism. We see linguistic racism enacted in different forms and contexts: through racial microaggressions experienced by students who negotiate the Catalan/Spanish bilingual educational context; instances of racial prejudice encountered by international students at Australian universities; and sociolinguistics pressures placed upon members of an Australian Aboriginal community as they negotiate ratified and denigrated languages and language varieties. My commentary also highlights the need to consider the affective turn in sociolinguistics, in particular, the emotional fallout that often accompanies linguistic racism. Several suggestions on how to combat linguistic racism are also discussed.

Racial microaggressions: Bridging psychology and sociology and future research considerations

AbstractThis article reviews racial microaggressions, specifically psychology and sociology's historical trajectory in informing existing literatures and disciplines, in its connections to meso and macro levels of systemic racism. In doing so, we contend that a sociological understanding of racial microaggressions presents opportunities to better understand the cumulative and deleterious effects of racial violence on racialized groups. Furthermore, we argue that beyond bridging the disciplines of psychology and sociology to allow for more interdisciplinary analyses of racial microaggressions will help to move conversations in ways that more meaningfully capture the monstrosity of white supremacy and its cumulative deleterious effects of daily racial terrorism at all levels of society.

Digital Resistance: How Online Communication Facilitates Responses to Racial Microaggressions

Recent research finds negative impacts of racial microaggressions, defined as racial slights, on a variety of outcomes. Targets of racial microaggressions often report feeling pressured to remain silent in the face of these subtle interactions, which can be coded as aracial by perpetrators or bystanders. This article explores the ways Internet-based communication can change this dynamic and structure distinct responses to racial microaggressions. Drawing on in-depth interviews with undergraduate students of Color, I find that in some online spaces, students of Color have access to unique technology-based tools that increase their perceived and actual capacity to respond critically to racial microaggressions. I discuss implications for understanding online racial discourse and resistance on college campuses and beyond.

Carrying the Burden: Counselors of Color’s Experiences of Microaggressions in Counseling

In this secondary analysis using a previous dataset, the authors explored, via a phenomenological research tradition, how 8 counselors of color responded to clients’ microaggressive behaviors. Researchers identified 3 major themes in the data: (a) buffering and bracing for racial microaggressions, (b) experiencing the intrusions of racial microaggressions, and (c) strategizing and responding in session. The authors apply the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015) to their findings as a framework for considering practice and training implications.

Microaggressions and Psychological Health Among College Students: A Moderated Mediation Model of Rumination and Social Structure Beliefs.

Racial microaggressions are common experiences for students of color on college campuses. Given prior research connecting microaggressions to negative mental health outcomes, it is important to better understand the social context and process through which microaggressions are associated with poorer mental health. In addition, we put forth a psycho-sociological approach to microaggressions, integrating an attention to both individual psychology and broader social structure. Specifically, the present study investigated whether the indirect association of school/workplace microaggressions and internalizing symptoms (i.e., depression, anxiety, and stress) through problem-focused thoughts (a subset of ruminative thinking) differed as a function of horizontal and vertical dimensions of individualism and collectivism among a racially diverse sample of non-White college students (n = 549) from two universities in the USA. As hypothesized, problem-focused thoughts mediated the associations between school/workplace microaggressions and all three negative mental health symptoms. Furthermore, the indirect effect of school/workplace microaggressions on psychological health through problem-focused thoughts was stronger in students with high levels of vertical individualism (i.e., autonomous but recognize/accept inequality among individuals), compared tostudents with low or average levels. Our findings suggest that students of color who endorse vertical individualism are at a relatively greater risk of negative mental health outcomes related to school/workplace microaggressions via problem-focused thoughts. Future research is needed to examine additional factors that may buffer or strengthen the pathways between microaggressions and negative mental health in students of color.

The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times

UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the experiences of students and faculty of colour. Unsurprisingly then, calls to decolonize the university abound. In this article, we draw upon the Critical Race Theory method of counter-storytelling. By introducing composite characters, we speak back to assumptions that universities are race-neutral, meritocratic institutions. We illustrate some of the key themes that shape the experiences of faculty of colour in UK Higher Education: institutional racism, racial microaggressions, racial battle fatigue, and steadfast fugitive resistance. We argue that, despite the paradox of working under (what purports to be) a ‘decolonial’ agenda, widespread calls to decolonize our universities have further embedded rather than dismantled whiteness, thus continuing to characterise the careers, wellbeing, and daily lives of faculty of colour.

Culture counts: the diverse effects of culture and society on mental health amidst COVID-19 outbreak in Australia.

Since COVID-19 first emerged internationally, Australia has applied a number of public health measures to counter the disease' epidemiology. The public heath response has been effective in virus testing, diagnosing and treating patients with COVID-19. The imposed strict border restrictions and social distancing played a vital role in reducing positive cases via community transmission resulting in 'flattening of the curve'. Now is too soon to assess the impact of COVID-19 on people's mental health, as it will be determined by both short- and long-term consequences of exposure to stress, uncertainty, loss of control, loneliness and isolation. The authors explored cultural and societal influences on mental health during the current pandemic utilising Geert Hofstede's multidimensional construct of culture and determined psychological and cultural factors that foster resilience. We also reflected on the psychological impact of the pandemic on the individual and the group at large by utilising Michel Foucault' and Jacques Lacan' psychoanalytic theories. Remote Aboriginal Australian communities have been identified as a high-risk subpopulation in view of their unique vulnerabilities owing to their compromised health status, in addition to historical, systemic and cultural factors. Historically, Australia has prided itself in its multiculturalism; however, there has been evidence of an increase in racial microaggressions and xenophobia during this pandemic. Australia's model of cultural awareness will need to evolve, from reactionary to more reflective, post COVID-19 pandemic to best serve our multicultural, inclusive and integrated society.

Racial Microaggressions and Self-rated Health Among Asians and Asian Americans

Asians are currently the fastest growing racial/ethnic group in the USA. Using community samples, previous research has explored the role of racial microaggressions on Asian health. Findings have shown these experiences have a negative effect on health. However, few have examined the health impact of specific types of microaggressions, particularly using nationally representative data. Using data from the 2016 National Asian American Survey, a nationally representative sample of Asians from ten ethnic subgroups, we examined the separate and concurrent effects of three types of racial microaggressions (microinsults, microinvalidations, microassaults) on self-rated health among Asian and Asian American adults aged 18 and older. Our results showed that several microaggressions, specifically those related to the “model minority” stereotype and the perceived foreignness of Asians, were associated with higher odds of poorer self-rated health status. Overall, our findings suggest that specific forms of microaggressions must be taken more seriously and viewed as social determinants of Asian health. Limitations of this study are discussed.

Gendered Racial Microaggressions Associated with Depression Diagnosis among Black Women Living with HIV.

Black women are disproportionately impacted by HIV and depression has been linked to negative HIV outcomes. Little attention has been given to social/structural factors that may drive depression among Black women living with HIV (BWLWH), including discrimination and gendered racial microaggressions (GRM). One hundred BWLWH completed measures on GRM, race- and HIV-related discrimination, and depressive symptoms, as well as a clinical interview for major depressive episode (MDE). GRM and race- and HIV-related discrimination were significantly associated with depressive symptoms and increased likelihood of MDE, but only GRM contributed uniquely in associations with both. Interventions targeting depression among BWLWH should address GRM and race- and HIV-related discrimination.

Racial discrimination and alcohol problems among African American young adults: Examining the moderating effects of racial socialization by parents and friends.

Racial discrimination is a stressor that may put African Americans at risk for alcohol use and related problems. We examined whether experiences of blatant (racist events) and subtle (racial microaggressions) forms of racial discrimination were associated with alcohol consumption and alcohol problems among African American young adults, and whether childhood/adolescence racial socialization by parents and friends moderated these associations. The sample included 383 African American young adults (Mage = 20.65, SD = 2.28; 81% female) who completed an electronic survey in Fall, 2017. Hierarchical linear regression analyses were conducted in Mplus. Experiences of racist events and racial microaggressions were associated with higher levels of alcohol consumption and more alcohol problems. Racial socialization by friends, but not parents, moderated these associations. Specifically, cultural socialization by friends buffered the effect of racist events on alcohol consumption and alcohol problems, whereas promotion of mistrust by friends exacerbated the effect of racial microaggressions on alcohol problems. Both blatant and subtle forms of racial discrimination were associated with higher risk for alcohol use or problems among African American young adults. Racial socialization by friends while growing up may play an important role in alcohol use outcomes during young adulthood. Findings highlight the importance of considering different forms of racial discrimination and emphasize the unique roles of racial socialization across different social contexts (i.e., parent and peers or friends) in relation to psychosocial outcomes among African American individuals. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Perceived discrimination, emotion dysregulation and loss of control eating in young men

Experiences with discrimination may account, in part, for race-related disparities in obesity. Yet, there is minimal understanding of the link between perceived discrimination and health behaviors that contribute to obesity. This study examined the link between perceived discrimination and loss of control (LOC) eating in 798 African American, Asian/Asian American, and Hispanic/Latino men (18–30y; M = 24.0 ± 3.6). Emotion dysregulation was examined as a moderator. Participants completed an online survey assessing perceived discrimination; emotion dysregulation; and LOC eating frequency in the last 28 days. Negative binomial regression models were conducted within each racial/ethnic group, as each group completed different measures of perceived discrimination. In Hispanic/Latino men, perceived ethnic discrimination was positively associated with LOC eating frequency (p < .001). In African American men, perceived daily discrimination was positively associated with LOC eating frequency (p < .001). In Asian/Asian American men, neither perceived racial microaggressions nor racism were associated with frequency of LOC eating. Emotion dysregulation did not significantly moderate any of these associations. Findings highlight another detrimental correlate of perceived discrimination among some ethnic minority men – LOC eating. Future research should examine whether other identity- and culture-specific factors serve to exacerbate or mitigate the effects of discrimination on the health and health behaviors of ethnic minority men.

“It’s systemic”: Environmental racial microaggressions experienced by Black undergraduates at a predominantly White institution.

“It’s systemic”: Environmental racial microaggressions experienced by Black undergraduates at a predominantly White institution.

Is Physical Activity a Buffer? Gendered Racial Microaggressions and Anxiety Among African American Women

The purpose of this study was to explore the relations between gendered racism (i.e., the simultaneous experience of racism and sexism) and anxiety among African American women. The study also tested the moderating role of physical activity in the link between gendered racism and anxiety. It was hypothesized that a subtle form of gendered racism (i.e., gendered racial microaggressions) would significantly predict anxious arousal. We also hypothesized that physical activity would buffer the relations between gendered racial microaggressions and anxiety. Participants were 249 African American women residing in the United States, who completed an online survey. Results from hierarchical multiple regression analyses indicated that a greater frequency and stress appraisal of gendered racial microaggressions significantly predicted greater anxious arousal. Results also suggested that physical activity did not buffer the association between gendered racial microaggressions and anxiety. This study has implications for highlighting the importance of exploring variables that might serve to buffer African American women against the stress of gendered racism experienced in their everyday lives.

Preliminary Investigation of Efforts to Improve Awareness of Racial Microaggressions on Campus

Exposure to racial microaggressions negatively impacts the well-being of people of color. Researchers examined responses to a bystander workshop implemented to combat racial microaggressions at a Predominantly White Institution. Participants attended training sessions and completed several surveys prior to and after the workshop for 7 weeks. Results indicate that participants obtained and maintained knowledge presented during the bystander workshop. Significant differences for gender and racial status were identified surrounding the degree to which participants reported observing microaggressions on campus throughout the 7 weeks of the study. Data also indicate that colorblind racial attitudes predicted participant satisfaction with the program, as well as an underrepresented racial identity. Implications and future directions for research are discussed.