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Microaggressions have gained heightened attention in academic milieus (Solórzano, Ceja, & Yosso, 2000). Originally Pierce (1995) defined microaggressions as “subtle…
Microaggressions have gained heightened attention in academic milieus (Solórzano, Ceja, & Yosso, 2000). Originally Pierce (1995) defined microaggressions as “subtle, stunning, and unconscious put-downs of those in inferior status” by a collection of individuals in power (p. 313). Sue (2010) suggests that specific interactions involving race, gender, disability, sexual orientation, religion, class, etc. can be susceptible to a potential racial microaggression.
This chapter will begin with a summary of the rewards and challenges of my doctoral journey. I will share highlighted perspectives from a faculty socio-cultural phenomena perspective. Next, the chapter will explore the phenomenon of monochromatic microaggressions (MM) through the lens of my initial experiences as a new and unknown tenure track Assistant Professor and African American (AA) female.
An additional motif presented in this narrative is a discourse on silent forms of microaggressions and monochromatic microaggressions, both in and out of the classroom (Hendrix, 2007). Monochromatic microaggressions represents hostilities from two distinct, yet combined, groups of individuals at the same time. The term connotes concerted and combined microaggressions and MM associated with the dominant group and horizontal violence perpetuated with oppressed groups. Both groups, identifying from different plateaus, elicit a duality of enmities (e.g., one from underprivilege and the other from privilege).
The intention of this narrative is to write a new future, provide mentoring to those that may be vulnerable to similar experiences and to encourage resilience and broad networking. This chapter presents a personal, transparent, inspirational, but heartfelt narrative.
In this chapter, we present an analysis of the literature on preservice teachers of Color juxtaposed with the experiences of Ashley, Marena, Brianna, Laryn, and Felicia…
In this chapter, we present an analysis of the literature on preservice teachers of Color juxtaposed with the experiences of Ashley, Marena, Brianna, Laryn, and Felicia that gives insight into the ways in which these women of Color describe their understandings of social justice and culturally relevant teaching and the importance it holds for their work as future teachers. Using both culturally relevant pedagogy and critical race theory, we describe critical incidents from their racialized experiences in their teacher education program, inclusive of how they perceived having a Black professor for a diversity course. Lastly, we conclude the chapter with suggestions they deem as beneficial to their development and growth as social justice educators for teacher education programs to consider.
Purpose – Differential racialization experiences influence ethnic and racial self-identification. This research assesses how ethnic self-identification colors perceptions…
Purpose – Differential racialization experiences influence ethnic and racial self-identification. This research assesses how ethnic self-identification colors perceptions perceived discrimination and how this in turn influences adolescent depressive symptomatology.
Methodology/Approach – We use the second wave of the Children of Immigrants Longitudinal Study (CILS) to examine the children of Caribbean immigrants. This research uses descriptive statistics, bivariate, and multivariate analyses to test hypotheses. The primary statistical method used is linear regression with OLS estimators.
Findings – Variations in the depression score exist among the racial/ethnic groups, with those identifying as non-black Antillean experiencing greater depression than the other three groups, and those identifying as white Cuban experiencing the lowest depression levels. The findings also show that some of this association is due to perceived discrimination.
Research Limitations/Implications – Future research should examine the association between discrimination and mental health longitudinally. We did not explore this option due to the lack of availability of relevant variables across multiple waves of the study.
Originality/Value of Paper – The results have implications for better understanding the second generation and elucidate how race and ethnicity shape adolescent perceptions of discrimination, and how these perceptions, in turn, are associated with mental health.
This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and…
This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways that their efforts and shortcomings shaped both teacher agency and classroom spaces.
This study’s methodology centers participants’ experiences and understandings over the course of two years of interviews, classroom observations and discussion groups. The study is conceptually informed by Sara Ahmed’s argument that social justice is often approached as something that education “can do,” which is problematic because it assumes that successful enactment is “intrinsic to the term.” Discussing and/or intending social justice replaces real change, and those leading the conversations believe that they have made meaningful differences. Instead, true shifts in thinking and action are “dependent on forms of institutional commitment […and] how it [diversity/social justice] gets taken up” (p. 241).
Using an in vivo coding approach – i.e. using direct quotations of participants’ words to name the new codes – the authors organized their findings into two discussions: “Damn – Every Time I’m with the Kids, I Just End Up Feeling Frozen”; and “Maybe I’m Just Not Giving These Kids a Fair Shake – Maybe I’m the Problem”.
The participants centered a participatory examination of intersectionality, rather than the previous teacher-mandated one. They “put into action” -xplorations of intersectionality that were predicated on students’ identities and experiences, thus making intersectionality a lived concept, rather than an intellectual one, and transforming students’ and their own engagement.
In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant…
In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant social perceptions of racial stereotypes in the United States. These stereotypes are determined by geography which exude from the legacy of enslavement in the United States. EYES theory proposes that international students view racial differences through these dynamics by assessing their own identity in regards to race, colorsim and group identification. Specifically, international students use racial groups to classify, rank, and understand racial differences that are informed by these social geographies that impart a white/black racial discourse by which international students navigate their social status. EYES theory challenges the intellectual perception of heterogeneity among international students and in regards to race posits that international students experience mico and macrolevel contexts regarding race due to the socio-historical legacy of racism in the United States. The authors anticipate that EYES theory may have implications for study in other geographical contexts where a black white dichotomy serves as the parameter for understanding racial relationships and hegemony.
The purpose of this paper is to summarize the findings of studies presented at the 24th annual conference of the Society of Industrial and Organizational Psychology (SIOP…
The purpose of this paper is to summarize the findings of studies presented at the 24th annual conference of the Society of Industrial and Organizational Psychology (SIOP) in relation to how diversity is studied, microaggressions, when diversity is perceived, and employment outcomes for lesbian, gay, bisexual and transgendered (LGBT) job applicants.
A select group of presentations are summarized based on observation, notes, discussions, and reading of material.
Researchers are beginning to redefine how diversity is studied as well as focus more on within‐group variation that might uncover considerable interpretation differences based on study results. More subtle forms of racism are being explored in addition to examining experiences of sexual orientation minorities.
The diversity and inclusion presentations at the 2009 SIOP conference continue to evolve diversity theory and inform evidence‐based organizational practice. This report summarizes a variety of findings during this conference.
The paper answers three research questions: How does the extant literature explain fairness and whiteness? What Indian standards of beauty were historically, and how are…
The paper answers three research questions: How does the extant literature explain fairness and whiteness? What Indian standards of beauty were historically, and how are they currently? What is the applicability of the theory of self-concept in understanding the fairness paradigm?
A rigorous review of extant literature on fairness followed by consolidation of the literature under relevant self-concept theory for understanding the historical perspective of fairness in India as compared to global standards.
Clear defined themes on actual, ideal and social self-concept emerged from the study. The study also revealed: how Indian corporates are using effective marketing strategies to cover up the potential health hazards of fairness creams.
Marketers can use the study to understand how fairness products influence individual’s self-concept. Media houses and Government agencies can also get insight on how beauty has been valorized in the Indian mindset.
This paper identifies the deceptive and misrepresentation of attainable beauty standards claimed by the fairness and whiteness products.
This is the first study done to integrate the findings of fairness studies with self-concept theory and derive useful insights from it.
Purpose: This research explores parental management and use of media, as part of strategies to affirm children’s racial identities, as well as to assist such parenting…
Purpose: This research explores parental management and use of media, as part of strategies to affirm children’s racial identities, as well as to assist such parenting efforts. It analyzes how parents construct Black children’s engagement with media, as being a counter-cultural coping mechanism, to temper the potential racial and diasporic discordance of their children’s identities.
Methodology/approach: There is analysis of in-depth interviews about the media marketplace experiences of Black women in Britain. The analytic approach is informed by studies of identity and visual consumption, as well as race in the marketplace, which emphasize how identity intersects with consumer culture.
Findings: Findings reveal that intra-racial, inter-racial, and inter-cultural relations influence how and why parents manage media that their Black children engage with, including when trying to reinforce their Black identities. Findings also indicate how online user-generated content enables parents to seek a sense of support as part of their inter-cultural and race-related parenting efforts.
Social implications: Findings at the root of this research point to the need for media producers and marketers to be sensitized to parental concerns about the development of their children’s Black identities.
Originality/value: This work foregrounds under-explored issues concerning parental race-work and processes of consumer biracialization in relation to media representation and spectatorship.