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The Relationship Between Experiences with Microaggression and the Leadership Practices of Mid-Level Student Affairs Professionals

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The Relationship Between Experiences with Microaggression and the Leadership Practices of Mid-Level Student Affairs Professionals THE RELATIONSHIP BETWEEN EXPERIENCES WITH MICROAGGRESSION AND THE LEADERSHIP PRACTICES OF MID-LEVEL STUDENT AFFAIRS PROFESSIONALS LaDonna R. Moore A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2016 Committee: Dafina-Lazarus Stewart, Advisor Judith Jackson May Graduate Faculty Representative Nicholas Bowman Patrick Pauken © 2016 LaDonna R. Moore All Rights Reserved iii ABSTRACT Dafina-Lazarus Stewart, Advisor Microaggressions reflect the active manifestation of oppressive worldviews that create, maintain, and perpetuate marginalization (Sue, 2010a). Individuals from marginalized backgrounds “describe their work climate as hostile, invalidating, and insulting because of microaggressions that assail their race, gender, or sexual-orientation identities” (Sue, 2010a, p. 213). The purpose of this study was to explore the relationship between microaggression and the work experience of mid-level student affairs professionals within higher education, specifically those from marginalized populations that pertain to race, ethnicity, gender, sexual orientation, religious affiliation, or disability. Participants completed a web-based survey that measured their interactions with microaggression and its relationship with their leadership practices. Descriptive statistics and multiple regression analyses were performed to analyze the data for this study. The results of this study confirm what the extant literature, focused on the experience of higher education professionals, has demonstrated. Prior studies have found that administrators within higher education encounter microaggression (Alabi, 2014; Garvey & Drezner, 2013). Within this study, 78.3% of participants reported that they have experienced microaggression within the workplace. These individuals also revealed that the forms of microaggression they experience most frequently included microinvalidations, followed by microinsults. Although the populations were different in studies prior, the extant literature does reflect higher occurrences of microinvalidations and microinsults (Clark et al., 2014; Garvey & Drezner, 2013; Grier-Reed, iv 2010; Guzman et al., 2010; Harwood et al., 2012; Minikel-Lacocque, 2012; Poolokasingham et al., 2014; Yosso et al., 2009). The findings of this study offer compelling suggestions for the improvement of the student affairs profession. v This is for all of those individuals who feel voiceless. I pray that my words represent your stories in a way that causes people to listen with their hearts. vi ACKNOWLEDGMENTS To my wonderful parents, Daniel and Vanessa Hamilton, words cannot begin to express how grateful I am for the two of you. Mom, I am so thankful for the sacrifices that you have made for me. Your unconditional love and support inspire me to continue moving forward. You have said that I was your miracle baby, but little do you know that you are my miracle mother. You are such a wonderful example of what it means to give endlessly and for that I truly appreciate you. Danny, I wholeheartedly appreciate you for embracing me as your daughter. Your continuous support and affirmation means more to me than you’ll ever know. There have been many times throughout this process when I’ve felt like quitting and I picked up a greeting card from you or read a message that inspired me to press on. Your efforts to demonstrate your support and confidence in me have often served as the fuel to keep me going. Thank you so much for all that you do! Clinton and Mary Ann Bailey, my grandparents, helped my parents reinforce the value and importance of education. Although my Nana never had the opportunity to see me pursue this degree, I know that she would be more than proud of me. Clinton or “Bubba”, you and I have always had a jokingly antagonistic relationship. But I truly thank you for challenging me to read numerous books, and allowing me to inquisitively follow you around while you were tinkering in the yard. I hope that this degree serves as validation that I was listening and paying close attention to your lessons. I would also like to express my sincerest gratitude to my BGSU Pre-Major family. To Clare, Mary Kay, Amy and Mary Lynn thank you for the positive words, listening ears, and the willingness to support me in this process whenever necessary. A special thank you to Derm Forde, without your encouragement I would not have had the confidence to pursue this degree. vii Thank you for your support, sense of humor, encouragement, words of wisdom, and selflessness. You are the true definition of servant leadership. Thank you for all that you have done! I am forever grateful to my awesome committee for their support in the completion of this program and dissertation! Dr. Dafina-Lazarus Stewart, the standards you set have inspired me to grow in ways I never anticipated. From introducing me to the Socratic Method in Foundations, to using a box as a metaphor for the construction of knowledge in Qual, you are a phenomenal educator! You have offered the perfect amount of challenge and support in the very moments when I needed it most. Thank you for your encouragement, words of wisdom, and prayers. Dr. Patrick Pauken, genius doesn’t even begin to describe the depth and breadth of your knowledge. Your passion for law and education is truly inspiring; and your ability to communicate your knowledge with such humility is remarkable. Thank you for your support and wisdom. Dr. Judith Jackson May, it was your Leadership Theories class that spurred my curiosity for Kouzes and Posner’s Leadership Practices. The positive energy that you brought to this process is appreciated. Thank you for your honesty, sincerity, and support. A special thank you to Dr. Nicholas Bowman for your continued support, guidance, and commitment to my academic success. Your passion for statistics is infectious. I sincerely appreciate your decision to remain on my committee, even though you moved on to a new opportunity at the University of Iowa. From one Wolverine to another, ‘For today, goodbye; for tomorrow, good luck; and forever, GO BLUE.’ viii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION ......................................................……………………… 1 Definition of Terms.................................................................................................... 1 Functional Area .............................................................................................. 1 Institutional Racism ....................................................................................... 2 Microaggressions ........................................................................................... 2 Mid-level Professionals ................................................................................. 2 Statement of the Problem ........................................................................................... 2 Purpose of the Study .................................................................................................. 10 Research Questions .................................................................................................... 11 Significance of the Study ........................................................................................... 11 Scope of the Study ..................................................................................................... 13 Overview of Study ..................................................................................................... 13 CHAPTER II. REVIEW OF LITERATURE……………………………………………… 14 Microaggression Defined ........................................................................................... 14 Taxonomies of Microaggression ...............…………………………………………. 16 Taxonomy of Gender Microaggressions……………………………………. 21 Taxonomy of Sexual Orientation and Transgender Microaggressions……… 22 Taxonomies of Religious Microaggressions…………………………………. 24 University Members’ Experiences with Microaggression ......................................... 25 Student Experiences with Microaggression…………………………………. 26 Faculty Experiences with Microaggression ................................................... 31 ix Administrator Experiences with Microaggression ......................................... 33 Impact of Microaggression ........................................................................................ 34 Work Performance ......................................................................................... 36 Mental and Physical Health ........................................................................... 37 Coping with Microaggression .................................................................................... 37 Microaggression Measurement .................................................................................. 39 Leadership ............................................................................................................ 41 Authentic Leadership ..................................................................................... 42 Servant Leadership......................................................................................... 43 Transformational Leadership ......................................................................... 43 Kouzes and Posner’s Framework for Leadership .......................................... 44 Model the way.................................................................................... 44 Inspire a shared
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