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1 – 10 of 788Sucharita Maji and Devu Rajeev
The current study aimed to (1) explore the prevalence and processes associated with microaggression, along with (2) the consequences of such instances on the queer employees’ life.
Abstract
Purpose
The current study aimed to (1) explore the prevalence and processes associated with microaggression, along with (2) the consequences of such instances on the queer employees’ life.
Design/methodology/approach
For this purpose, semi-structured in-depth interviews were conducted on 29 LGBTQIA + persons (21–42 years). The qualitative data were analysed through the thematic analysis method (a hybrid of theoretical and inductive thematic analysis). Nadal and colleagues’ (2010) taxonomy on sexual orientation and transgender microaggression was used as a theoretical lens for detecting the acts of microaggression.
Findings
The result revealed eight themes: i.e. (1) overt discrimination (bullying and sexual harassment); (2) workplace discrimination; (3) environmental microaggressions; (4) interpersonal microaggressions; (5) mental health effects; (6) disclosure dilemma; (7) consequences on job-related functioning; and (8) policy changes. Microaggression was more common as compared to overt forms of aggression such as bullying. The study detected a serious lag in the implementation of queer-friendly policies in Indian organizations. Experiences of overt discrimination and microaggressions hinder the work performance and the psychological well-being of queer employees.
Originality/value
LGBTQIA + microaggression is not explored in the Indian workplace context.
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Christina B. Chin and Erica Morales
At universities across the country, students of color have organized and participated in protests, walkouts, and social media campaigns to call attention to racialized experiences…
Abstract
At universities across the country, students of color have organized and participated in protests, walkouts, and social media campaigns to call attention to racialized experiences that they feel have been largely ignored by their campus communities. Often these students of color are confronted with acts of racism that take the form of subtle everyday insults, known as racial microaggressions. Given the prevalence of racial microaggressions in higher education, the question arises as to how educators and administrators can effectively educate students on this concept in order to increase their cultural competency and combat these racialized acts. In this chapter, we consider how the classroom can be an active space to increase students’ competency and validate the experiences of marginalized groups. Drawing from critical race theory, previous literature, and our own experiences in the classroom, we outline several pedagogical strategies for educating students on racial microaggressions. First, we encourage faculty to arrange their classrooms for effective dialogue by being reflexive of your own positionality and privilege, collaborating with students on class ground rules, and unpacking the complexities of racial discussions with students. Next, we draw upon social media, popular culture, student-centered activities, and interdisciplinary research in order to demonstrate lived experiences of racial microaggressions and their consequences within higher education. Finally, we work with students on examining how they might contest these racialized insults in their own lives and potentially work toward larger social change.
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Lynn R. Offermann, Tessa E. Basford, Raluca Graebner, Sumona Basu DeGraaf and Salman Jaffer
The present study aims to apply the construct of microaggressions to organizational contexts by examining perceptions of discrimination in ambiguous interactions between White…
Abstract
Purpose
The present study aims to apply the construct of microaggressions to organizational contexts by examining perceptions of discrimination in ambiguous interactions between White supervisors and Black subordinates and their impact on work outcomes under varying conditions of leader fairness.
Design/methodology/approach
US participants (N=387) responded to scenarios describing supervisor‐subordinate interactions involving subtle to blatant discrimination, after being told either that the supervisor had a history of fair, equitable treatment of subordinates or that the supervisor had a history of unfairness and inequity.
Findings
Leader equity impacted discrimination perceptions, affording leaders greater benefit of the doubt in ambiguous interracial interactions. For all levels of microaggression severity, microaggressions were perceived less when the supervisor had a reputation for equity and fairness; expected work outcomes were also better when the supervisor had a reputation for equity and fairness at all levels of microaggression severity.
Research limitations/implications
As blatant discrimination grows more and more unacceptable, examining the subtle and sometimes unintended aspects of workplace discrimination is increasingly important. The authors’ results suggest that a leader's reputation for equity and fairness may mitigate the effects of racial slights.
Originality/value
To the authors’ knowledge, this is the first study to examine the impact of leader equity on microaggressions and the first to empirically explore the impact of microaggressions on work outcomes. Their results suggest the importance of establishing leader reputations of fairness and training staff to recognize even subtle forms of discrimination and exclusion.
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James A. Roffee and Andrea Waling
The purpose of this paper is to further the understanding of experiences of anti-social behaviour in LGBTIQ+ youth in university settings.
Abstract
Purpose
The purpose of this paper is to further the understanding of experiences of anti-social behaviour in LGBTIQ+ youth in university settings.
Design/methodology/approach
The discussion reflects on qualitative interviews with LGBTIQ+ young people studying at university (n=16) exploring their experiences of anti-social behaviour including harassment, bullying and victimisation in tertiary settings.
Findings
The findings demonstrate that attention should be paid to the complex nature of anti-social behaviour. In particular, LGBTIQ+ youth documented experiences of microaggressions perpetrated by other members of the LGBTIQ+ community. Using the taxonomy of anti-social behaviour against LGBTIQ+ people developed by Nadal et al. (2010, 2011), the authors build on literature that understands microaggressions against LGBTIQ+ people as a result of heterosexism, to address previously unexplored microaggressions perpetrated by other LGBTIQ+ people.
Research limitations/implications
Future research could seek a larger sample of participants from a range of universities, as campus climate may influence the experiences and microaggressions perpetrated.
Practical implications
Individuals within the LGBTIQ+ community also perpetrate microaggressions against LGBTIQ+ people, including individuals with the same sexual orientation and gender identity as the victim. Those seeking to respond to microaggressions need to attune their attention to this source of anti-social behaviour.
Originality/value
Previous research has focused on microaggressions and hate crimes perpetrated by non-LGBTIQ+ individuals. This research indicates the existence of microaggressions perpetrated by LGBTIQ+ community members against other LGBTIQ+ persons. The theoretical taxonomy of sexual orientation and transgender microaggressions is expanded to address LGBTIQ+ perpetrated anti-social behaviour.
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There is more to culturally responsive teaching than selecting multicultural texts and designing inclusive lesson. This paper aims to support teachers in becoming more culturally…
Abstract
Purpose
There is more to culturally responsive teaching than selecting multicultural texts and designing inclusive lesson. This paper aims to support teachers in becoming more culturally responsive by guiding them in how to recognize and respond to microaggressions in their daily interactions with students, colleagues, and parents.
Design/methodology/approach
Microaggressions have been defined as “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color”.
Findings
When classroom interactions contain microaggressions, students are damaged in both seen and unseen ways. Interactions between teachers, students and parents afford powerful occasions to analyze classroom communication and provide windows into the nature of student–student, student–teacher and teacher–parent relationships.
Practical implications
Regardless of where, when, why or how they occur, these interactions provide brief opportunities for culturally responsive teachers to demonstrate that they respect their students’ home and community cultures, accept who their students are and honor the education that they receive both inside and outside of school.
Social implications
Becoming more adept at recognizing and addressing microaggressions is one way that teachers can become more culturally responsive. For students, being able to identify and respond more effectively to microaggressions creates greater opportunities for all students to think critically and engage in social action.
Originality/value
This paper presents an original viewpoint on identifying and reducing microaggressions in classrooms and school communities.
Nisha Nair, Deborah Cain Good and Audrey J. Murrell
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…
Abstract
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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Florence Lui and Deidre M. Anglin
Ethnoracial minorities report a variety of discriminatory experiences due to systemic racism. Yet, few studies have examined whether gender and race/ethnicity interact to predict…
Abstract
Purpose
Ethnoracial minorities report a variety of discriminatory experiences due to systemic racism. Yet, few studies have examined whether gender and race/ethnicity interact to predict institutional discrimination and racial microaggressions through an intersectional approach.
Design/methodology/approach
A predominantly female (60%), ethnoracial minority (20.8% Black, 31.6% Asian, 30.8% Latina/o, 8.2% White, 6.6% Middle Eastern) sample of 895 undergraduates attending a minority-serving public university in an urban setting completed self-report measures of sociodemographic characteristics, experiences of racial microaggressions and institutional discrimination.
Findings
Significant (p < 0.05) gender × race/ethnicity interaction effects were found in several institutional discrimination domains: Males reported more police/court discrimination overall, but gender differences in police/court discrimination were less pronounced for non-Black vs Black students. While males tended to report more institutional discrimination than females, the reverse was true for the Middle Eastern group: Middle Eastern females reported institutional discrimination in more domains and more discrimination getting hired than their male counterparts. There was a significant race/ethnicity × gender interaction effect for environmental microaggressions: White males reported more environmental microaggressions than White females, but gender differences were not found in the overall sample.
Originality/value
This study is the first to the authors’ knowledge to assess the interactive effects of gender and ethnicity on the type of microaggressions experienced in a diverse sample that includes individuals of Middle Eastern descent. The authors highlight the range of discriminatory events that ethnoracially minoritized undergraduates experience, even at a minority-serving institution.
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Discrimination against LGBTQ+ people in South Africa has shifted from overt hate crimes to covert microaggressions. Microaggression is a term used in psychology to describe casual…
Abstract
Discrimination against LGBTQ+ people in South Africa has shifted from overt hate crimes to covert microaggressions. Microaggression is a term used in psychology to describe casual discrimination against socially marginalised groups, and they occur in three forms: microassaults, microinsults and microinvalidations. Microassaults include verbal and non-verbal discriminatory behaviours. Microinsults include actions or statements which demean a person's identity, and microinvalidations negate the thoughts, feelings or lived experiences of a certain people. Microaggressions have detrimental impacts on lives of people experiencing them and on their interpersonal relationships. The chapter presents a focus on microaggression theory together with microaggression experiences of South African Indian LGBTQ+ people, who have been under-researched. Reference is made to interview extracts from research studies focusing on South African Indian LGBTQ+ people and from e-zine articles focusing on the experiences of South African Indian LGBTQ+ people.
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Microaggressions have gained heightened attention in academic milieus (Solórzano, Ceja, & Yosso, 2000). Originally Pierce (1995) defined microaggressions as “subtle, stunning, and…
Abstract
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.
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