Racial Microaggressions in Every Day Life Theme Microaggression Message Alien in Own Land: When Asian Americans “Where Are You From?” You Are Not American
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Critical Race Theory, Race and Gender Microaggressions, and the Experience of Chicana and Chicano Scholars
QUALITATIVE STUDIES IN EDUCATION, 1998, VOL. 11, NO. 1, 121±136 Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars D ANIEL G . SOLO; RZANO G raduate School of Education & Information Studies University of California, Los Angeles Using critical race theory as a framework, this article provides an examination of how racial and gender microaggressions aåect the career paths of Chicana and Chicano scholars. This paper reports on open-ended survey and interview data of a purposive sample of six Chicana and six Chicano Ford Foundation Predoctoral, D issertation, and Postdoctoral M inority Fellows. There are three objectives for this study : (a) to extend and apply a critical race theory to the ®eld of education, (b) to `` recognize,’’ `` document,’’ and analyze racial and gender microaggressions of Chicana and Chicano scholars, and (c) to `` hear ’’ the voice of `` discrimination’s victims ’’ by examining the eåect of race and gender microaggressions on the lives of Chicana and Chicano scholars. Three patterns of racial and gender microaggressions were found : (a) scholars who felt out of place in the academy because of their race and}or gender, (b) scholars who felt their teachers}professors had lower expectations for them, and (c) scholars’ accounts of subtle and not so subtle racial and gender incidents. The article ends with possible directions for continued critical race theory research with scholars of color. Introduction These [racial] assaults to black dignity and black hope are incessant and cumulative. Any single one may be gross. In fact, the major vehicle for racism in this country is oåenses done to blacks by whites in this sort of gratuitous never- ending way. -
Definitions of Oppression, Dehumanization and Exploitation
Definitions of Oppression, Dehumanization and Exploitation Oppression The dictionary definition ((Webster's Third International Dictionary): "Unjust or cruel exercise of authority or power especially by the imposition of burdens; the condition of being weighed down; an act of pressing down; a sense of heaviness or obstruction in the body or mind." The Latin origin has oppressus as the past participle of opprimere, or to press down. Amongst the synonyms: the word subjugation. The Social Work Dictionary, ed. Robert L. Barker defines oppression as: "The social act of placing severe restrictions on an individual, group or institution. Typically, a government or political organization that is in power places these restrictions formally or covertly on oppressed groups so that they may be exploited and less able to compete with other social groups. The oppressed individual or group is devalued, exploited and deprived of privileges by the individual or group which has more power." (Barker, 2003) The Blackwell Dictionary of Sociology has an excellent definition of social oppression: "Social oppression is a concept that describes a relationship between groups or categories of between groups or categories of people in which a dominant group benefits from the systematic abuse, exploitation, and injustice directed toward a subordinate group. The relationship between whites and blacks in the United States and South Africa, between social classes in many industrial societies, between men and women in most societies, between Protestants and Catholics in Northern Ireland - all have elements of social oppression in that the organization of social life enables those who dominate to oppress others. Relationships between groups and relationships between groups and social categories, it should not be confused with the oppressive behavior of individuals. -
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. -
Examples of Microaggressions 1 Theme Microaggression Examples
Examples of Microaggressions Theme Microaggression Examples Message Race Assumptions of criminality A security guard following a Black You are a criminal. person, presuming that they are going to cause damage or steal. You are going to steal/you are poor, you do not belong. While walking through the halls of a College building, a security guard You are dangerous. approaches a black member of staff to ask if she/he is lost, even though she/he is in a group with other staff members. Objectification/tokenism (e.g. “What are you? You’re so You are a perpetual foreigner in when BAME people are objectified interesting looking!” your own country. or treated as tokens). “she is so exotic”. Your ethnic/racial identity makes you exotic. “how do you get your hair like that?!” You are outside of the norm. Assumptions of intellectual “You’re so articulate”. BAME people are generally not as inferiority (e.g. BAME people are intelligent as White people. assumed to be less intelligent or “you speak English so well”. capable than white people). Denigrating cultural To an East Asian person: “Why are Assimilate to dominant culture. values/communication styles (e.g. you so quiet? We want to know the notion that the values and what you think. Be more verbal.” Leave your cultural baggage communication styles of the “Speak up more.” outside. dominant/White culture are ideal/”normal”). There is no room for difference. 1 Examples of Microaggressions Asking a Black person: “Why do you have to be so loud/animated/aggressive? Just calm down.” Colour blindness (e.g. -
ON INTERNALIZED OPPRESSION and SEXUALIZED VIOLENCE in COLLEGE WOMEN Marina Leigh Costanzo
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Graduate School Professional Papers 2018 ON INTERNALIZED OPPRESSION AND SEXUALIZED VIOLENCE IN COLLEGE WOMEN Marina Leigh Costanzo Let us know how access to this document benefits ouy . Follow this and additional works at: https://scholarworks.umt.edu/etd Recommended Citation Costanzo, Marina Leigh, "ON INTERNALIZED OPPRESSION AND SEXUALIZED VIOLENCE IN COLLEGE WOMEN" (2018). Graduate Student Theses, Dissertations, & Professional Papers. 11264. https://scholarworks.umt.edu/etd/11264 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. ON INTERNALIZED OPPRESSION AND SEXUALIZED VIOLENCE IN COLLEGE WOMEN By MARINA LEIGH COSTANZO B.A., University of Washington, Seattle, WA, 2010 M.A., University of Colorado, Colorado Springs, CO, 2013 Dissertation presented in partial fulfillment of the requirements for the degree of Doctorate of Philosophy in Clinical Psychology The University of Montana Missoula, MT August 2018 Approved by: Scott Whittenburg, Dean of The Graduate School Graduate School Christine Fiore, Chair Psychology Laura Kirsch Psychology Jennifer Robohm Psychology Gyda Swaney Psychology Sara Hayden Communication Studies INTERNALIZED OPPRESSION AND SEXUALIZED VIOLENCE ii Costanzo, Marina, PhD, Summer 2018 Clinical Psychology Abstract Chairperson: Christine Fiore Sexualized violence on college campuses has recently entered the media spotlight. One in five women are sexually assaulted during college and over 90% of these women know their attackers (Black et al., 2011; Cleere & Lynn, 2013). -
Microaggressions: Triggers and Responses
Microaggressions: Triggers and Responses WHITWORTH UNIVERSITY TEACHING ROUNDTABLE LORNA HERNANDEZ JARVIS, ASSOCIATE VICE PRESIDENT FOR DIVERSITY, EQUITY AND INCLUSION, AND CDO For personal/individual use only. Do not copy or distribute any of this material without the author’s permission Inclusive Excellence in Higher Education Colleges and universities are to create environments in which everyone feels welcome, encouraged to learn and flourish Many who do not conform to dominant demographics don’t always feel included, and their academic learning experience is negatively impacted. Microaggressions point out cultural difference in ways that put the target’s non-conformity into sharp focus often causing anxiety and crises of belonging. We must find ways to engage with difference in more intelligent and nuanced ways, and train our minds to entertain more complex views of the world. Inclusive Excellence in Higher Education Exclusion, Alienation, and discrimination persist within the academy Racism, sexism, homophobia, and other forms of discrimination are in fact commonplace. Many see the responses to microaggressions as overreactions Implicit biases have serious consequences beyond hurt feelings: Discriminatory hiring Racial inequities in policing and broader criminal justice Physical and psychological Health impact Microaggressions matter because they are SYMPTOMS AND CAUSES of a larger structural problem Inclusive Excellence in Higher Education Call to downplay microaggressions underestimates the powerful effect of sanctioning -
Pilot of a Diversity Leadership Competency Course for Graduate Students in Healthcare Administration
Developing Diversity Leadership Competencies 273 ARTICLES Pilot of a Diversity Leadership Competency Course for Graduate Students in Healthcare Administration Valerie Myers, PhD Abstract Health services administrators need a range of competencies to manage diverse workers and serve diverse patients. This article describes cutting edge research used to create the theoretical foundation for a competency- based approach to diversity management education in the health services administration curriculum. Detailed implementation steps of the course pilot are provided, including pedagogical methods and outcome evalua- tions, which are largely absent from the diversity management education literature. Recommendations for refinement and replication of the class are also discussed. Introduction Sweeping demographic shifts are underway; the implications for patient care and the healthcare workforce are well documented (Gordon, 2009; Dreachslin, 2007; Myers & Dreachslin, 2007; Dreachslin & Myers, 2007; U.S. Census Bureau, 2004). In recognition of demographic trends, healthcare governing bodies have modified their expectations and requirements. The American College of Healthcare Executives (ACHE) asserts that diversity management is both an ethical and business imperative; Culturally and Linguistically Appropriate Standards (CLAS) (Department of Health and Human Services, 2001) and the Baldrige National Quality Program (2008) Please address correspondence to: Valerie L. Myers, PhD, Assistant Professor, University of Michigan, Health Management & Policy, -
Examples of Racial Microaggressions
Examples of Racial Microaggressions Theme Microaggression Message Alien in own land “Where are you from?” You are not American When Asian Americans and Latino “Where were you born?” You are a foreigner Americans are assumed to be “You speak good English.” foreign-born A person asking an Asian American to teach them words in their native language. Ascription of Intelligence “You are a credit to your race.” People of color are generally not as Assigning intelligence to a person of “You are so articulate.” intelligent as Whites. color on the basis of their race. Asking an Asian person to help with a It is unusual for someone of your Math or Science problem. race to be intelligent. All Asians are intelligent and good in Math / Sciences. Color Blindness “When I look at you, I don’t see Denying a person of color’s racial / Statements that indicate that a White color.” ethnic experiences. person does not want to “America is a melting pot.” Assimilate / acculturate to the acknowledge race “There is only one race, the human dominant culture. race.” Denying the individual as a racial / cultural being. Criminality – assumption of criminal A White man or woman clutching You are a criminal. status their purse or checking their wallet as You are going to steal / You are poor A person of color is presumed to be a Black or Latino approaches or / You do not belong / You are dangerous, criminal, or deviant on passes. dangerous. the basis of their race. A store owner following a customer of color around the store. -
African American Women, Racism and Triple Oppression
AFRICAN AMERICAN WOMEN, RACISM AND TRIPLE OPPRESSION Rajendra Prasad Chapagain, PhD * Abstract African American women have been made multiple victims: racial discrimination by the white community and sexual repression by black males of their own community. They have been subjected to both kind of discrimination - racism and sexism. It is common experience of black American women. Black American women do have their own peculiar world and experiences unlike any white or black men and white women. They have to fight not only against white patriarchy and white women's racism but also against sexism of black men within their own race. To be black and female is to suffer from the triple oppression- sexism, racism and classicism. Alice Walker and her Common Theme: Alice Walker, a powerful black female writer, writes about the complex themes of racial injustice and the oppression over women. She portrays the struggle of black people especially of black women throughout history. Since, she examines closely the experiences of black women in a sexist and racist society in her fiction works, she is called the voice of the voiceless people, usually of the poor black women. "Her personal experiences and observations as a black woman are replicated in her works and her characters" (Charrumathi viii). She admires the struggle and achievements of black women throughout the western history and particularly American history to maintain selfhood, spirituality and creativity in their lives. Her literary works pave the way for black and even white women for attainment of emotional wholeness. She raises the issue of triple oppression of racism, sexism and classicism on black women. -
TERMS and DEFINITIONS Prejudice +
Handout #6 On Behalf of Our Children Wisconsin Council of Churches TERMS AND DEFINITIONS Stereotype A fixed over-generalized belief about a particular group or class of people. Prejudice A preconceived opinion that is not based on reason or actual experience. A set of negative beliefs, generalized about a whole group of people. Privilege The dominant group has greater access or availability to resources because of particular characteristics. The dominant group’s way of thinking and living is seen as the norm against which all others are compared. Life is structured around those norms for the benefit of the dominant group, e.g., airplane seats and seatbelts are standard size; school classes are taught at a predetermined level, etc. White Privilege A right, advantage, or immunity granted to or enjoyed by while persons beyond the common advantage of all others; an exemption in many particular bases from certain burdens or liabilities. Discrimination The unjust or prejudicial treatment of different categories of people. Racism Individual and institutional discriminatory actions from a combination of prejudice, privilege and power. To exact racism, one must have social power/privilege to (further) marginalize an individual or a group without that social privilege/power. This then becomes a system of institutional and systemic oppression. Social Power Access and availability to resources which enhance one’s chances of getting what one wants and influencing others. Cultural and institutional standards are defined by those with greater social power (the dominant group). Oppression A system that locks the social power of groups into place. The dominant group controls the institutions that govern life—— education, employment, legal system, government, housing, etc.; and the cultural standards-—language, holidays, beauty, values, time, etc. -
Making the Invisible Visible: Gender Microaggressions
UNH ADVANCE INSTITUTIONAL TRANSFORMATION An NSF funded program to improve the climate for UNH faculty through fair and equitable policies, practices and leadership development. Making the Invisible Visible: Gender Microaggressions Imagine these scenarios: You are a member of a faculty search committee hiring an committee member frequently looks at her chest, which makes assistant professor in biology. The committee is just starting a the candidate very uncomfortable. The committee member face-to-face interview with a candidate named Maria Vasquez. seems unaware of her behavior. She has dark hair, dark eyes, and a tan complexion. Most During a meeting of the faculty search committee on which you committee members assume Dr. Vasquez is Latina. One of your are serving, almost every time a female colleague tries to speak, colleagues asks an ice-breaking question, “Where are you from?” she is interrupted by a male colleague. No one says anything Dr. Vasquez responds, “Minneapolis.” Your colleague follows-up when this happens. Finally, your female colleague stops trying with, “No, I mean, where do you come from originally?” to ofer contributions to the discussion. You wonder what she Dr. Vasquez frowns. “Minneapolis,” she repeats with an edge to wanted to say. her voice. An African American man named Alex is a candidate for a A search committee hiring a department chair in environmental tenure-track job in chemistry. During his on-campus interview, science is meeting to discuss the fnal list of candidates, which the chairperson of the search committee is giving him a tour. As includes two men and one women. -
Understanding and Confronting Racial Microagression: an Imperative for Social Work Critical Social Work 17(1) Shandra S
Critical Social Work School of Social Work University of Windsor 401 Sunset Avenue Windsor, Ont. Canada N9B 3P4 Email: [email protected] Publication details, including instructions for authors and subscription information can be found at: http://uwindsor.ca/criticalsocialwork Link to article: http://www1.uwindsor.ca/criticalsocialwork/microagression Critical Social Work, 2016 Vol. 17, No. 1 17 Forrest-Bank Understanding and Confronting Racial Microagression: An Imperative for Social Work Critical Social Work 17(1) Shandra S. Forrest-Bank University of Tennessee, Knoxville Abstract Racial discrimination is a matter of public health and social justice and an issue that lies at the very heart of the social work profession. Modern forms of racial discrimination are frequently hidden, subtle, and unintended. This type of discrimination, described by the construct of racial microaggression, poses significant challenges to social work practitioners, educators, and researchers striving to promote justice and equality. The construct, however, also offers a powerful tool for understanding and intervening in discrimination. This paper defines and traces recent developments related to the concept of racial microaggression and discusses how acts of microaggression perpetuate prejudice and oppression. The tenets of Critical Race Theory, in which the construct of microaggression is grounded, is presented with a discussion for why postracial discourse may be counterproductive toward efforts aimed at deconstructing and eliminating racism. The paper concludes with specific recommendations for how the social work profession can integrate knowledge about microaggression into practice, policy, education, research, and intervention in a way that avoids potential pitfalls associated with addressing this sensitive issue. Keywords: Critical Race Theory, postracial discourse, racial discrimination, racial microaggression, subtle racism Critical Social Work, 2016 Vol.