The contents of this section predominately center on racial microaggressions. We acknowledge the existence of other types of microaggressions and recognize that they are no less significant or serious.
Defining Racial Microaggressions
Sue et al. (2007) define racial microaggressions 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.” (pg. 271). The term was first introduced by psychiatrist Chester Pierce in the 1970s to describe racially motivated demeanors and insults directed at African Americans. Today, scholars across disciplines acknowledge that microaggressions target any person of color.
Recognizing microaggressions is not so simple, with a gap sometimes occurring with what the intended message is and what the actual message communicates. While these offenses are oftentimes unintentional, they are damaging and have a negative impact on a recipient’s academic performance, focus, and engagement. Increasing your awareness about these issues, will help you improve the campus experience and academic outcomes for students. We hope that the resources contained in this section will help you during this process.
Mitigating Microaggression Tools
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“Fostering Inclusive Excellence: Strategies and Tools for Department Chairs and Deans” (2014). Seminar sponsored by the University of California, Office of the President for UC Department Chairs and Deans with three goals in mind: 1) help participants gain a better understanding of implicit bias and microaggressions and their impact on departmental/campus climate; 2) Increase participants’ effectiveness at recognizing and interrupting/addressing microaggressions when they occur; 3) Offer participants practical strategies and promising practices toward developing inclusive departmental climates either in recruitment, retention, or other departmental/school activities.
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Microagressions and Microaffirmations Series developed by the UC Davis Center for Educational Effectiveness. The first part defines and introduces microaffirmations as a positive strategy to avert microaggressions in the classroom. The second part exemplifies numerous ways in which microaggressions are manifested in pedagogical settings.
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“Am I Overreacting?” Understanding and Combating Microaggressions (2016) blog written by Jennifer Crandall and Gina A. Garcia and published by the American Council on Education (ACE). Provides a framework for understanding microaggressions, how they differ from racialized aggressions and their impact on “minoritized” groups. Includes a list of “actionable steps” to foster an inclusive campus setting.
Additional Microaggression Toolkits
- Diversity in the Classroom by Juan C. Garibay and published by UCLA Diversity & Faculty Development.
- The NAME Steps: How to name and address anti- LGBTQIA2S+ microaggressions in social work classrooms by the CSWE Council on Sexual Orientation and Gender Expression. This report for educators describes the NAME Steps as a countermeasure to microaggressions against LGBTQIA2S+ students. Tips on how to interrupt microaggressions are explained through the use of case scenarios.
Scholarship & Research
- Sue, D. W., Rivera, D. P., Watkins, N. L., Kim, R. H., Kim, S., & Williams, C. D. (2011). Racial dialogues: Challenges faculty of color face in the classroom. Cultural Diversity and Ethnic Minority Psychology, 17(3), 331.
- Yosso, T., Smith, W., Ceja, M., & Solórzano, D. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational Review, 79(4), 659-691.
- McCabe, J. (2009). Racial and gender microaggressions on a predominantly-White campus: Experiences of Black, Latina/o and White undergraduates. Race, Gender & Class, 133-151.