Black Undergraduates' Experiences With Perceived Racial Microaggressions

Watkins, Nicole L.; LaBarrie, Theressa L.; Appio, Lauren M.; Mitchell, Veronica

doi:10.1037/e508652008-001

Cited by 31 publications

(55 citation statements)

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“…For instance, Harris (2008; 2009) questioned whether visible racial and ethnic minorities’ (VREMs) experience racial microaggressions differently from those who may self-identify as a member of a VREM group but nevertheless “pass” as a member of the dominant group. Indeed, Nadal (2008a), Nadal et al (2011a, b), and Watkins et al (2010) have each suggested the relationship between phenotype and racial microaggressions as a possible point of explication on the variations of racial microaggression experiences between and within VREM individuals and groups. Also, how does historical oppression (in the cases of African Americans and American Indians, for example) influence the recognition and experience of racial microaggressions?…”

Section: A Review and Critique Of Racial Microaggressions Literaturementioning

confidence: 99%

“…(Sue 2010a, b). Sue et al (2007a, b) honed the definitions of microaggressions using focus groups, as qualitative approaches are often suited to building theories and exploring new constructs (Watkins et al 2010; Yasso et al 2009). Researchers constructing quantitative measures discuss the importance of examining the effects of microaggressions on a larger scale (Nadal 2008a; Nadal 2011a, b).…”

Section: A Review and Critique Of Racial Microaggressions Literaturementioning

confidence: 99%

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The What, the Why, and the How: A Review of Racial Microaggressions Research in Psychology

et al. 2013

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Since the publication of Sue et al. (Am Psychol 62:271–286, 2007a, b) seminal article, there has been an enormous scholarly interest in psychology on this construct of racial microaggressions—subtle everyday experiences of racism. In this paper, we provide a review of racial microaggressions research literature in psychology since 2007, following the publication of the first comprehensive taxonomy of racial microaggressions, which provided a conceptual framework and directions for research related to racial microaggressions. However, our review suggests that important conceptual and methodological issues remain to be addressed in the three domains: (1) what are racial microaggressions and who do they impact; (2) why are racial microaggressions important to examine; and (3) how are racial microaggressions currently studied and how might we improve the methodologies used to study racial microaggressions. We propose recommendations to further facilitate racial microaggressions research, improve the scientific rigor of racial microaggressions research, and contribute toward a more complete and sophisticated understanding of the concept and consequences of racial microaggressions—a construct that is undoubtedly salient and psychologically relevant among many members of racial minority groups.

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Section: A Review and Critique Of Racial Microaggressions Literaturementioning

confidence: 99%

Section: A Review and Critique Of Racial Microaggressions Literaturementioning

confidence: 99%

The What, the Why, and the How: A Review of Racial Microaggressions Research in Psychology

et al. 2013

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“…As R. M. Sellers, Smith, Shelton, Rowley, and Chavous (1998) note, Black Americans' experience of inequality is distinct from that experienced by other cultural minorities due to slavery and subsequent laws that relegated Blacks to lowered status (e.g., second-class citizenship). Indeed, many of the stereotypes about Black Americans from the slavery and Jim Crowe eras persist today, including assumptions of lower intelligence, lower class, and criminality (Watkins, LaBarrie, & Appio, 2010). Consequently, anti-self images-that is, internalized racism-may additionally plague some Black Americans (Mariette, 2013).…”

Section: "It's Been a Long Long Time Coming But I Know A Change Is mentioning

confidence: 99%

“…In addition to these global microaggressions against Black Americans, men and women also face gender-specific racial microaggressions, with males being perceived as hypermasculine, physically threatening, emotionally restrained, and promiscuous, and females being perceived as nurses (e.g., Mammy), unattractive, emasculating, unfeminine, asexual (Watkins et al, 2010), and hypersexual (hooks, 1981). When not being perceived as conforming to these stereotypes, Black Americans are often understood as atypical-and thus tokenized-as superior to, or at least different from, "real" Black Americans (Watkins et al, 2010).…”

Section: Effects Of Discrimination On Black Americansmentioning

confidence: 99%

Microaggressions and the Enduring Mental Health Disparity

Gómez

2013

Journal of Black Psychology

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Despite federal focus on reducing mental health disparities for Black Americans, mental health disparities persist, resulting in reduced access to and benefit from mental health care. Amid calls for deeper examination of etiology, the current literature review introduces discrimination in the form of microaggressions at the institutional level as one changeable systemic cause for mental health disparities. In combining the mental health disparity and microaggression literatures, I first review the evidence regarding prevalence and contributing factors for current mental health disparities and microaggressions. Next, I examine the potential contributing role that microaggressions as a form of institutional betrayal within mental health care may play in perpetuating these disparities. Finally, I review implications regarding the particular role of mental health care systems, the field of psychology in general, and Black American psychologists specifically in systematically reducing mental health disparities for Black Americans.

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“…Such classroom interactions denigrate culturally diverse students' learning experiences (Blackwell, 2010;Bodycott & Walker, 2000), leave them open to microaggressions from well-meaning faculty and students (Hill, Kim, & Williams, 2010;Rivera et al, 2010;Sue et al, 2007;Watkins, LaBarrie, & Appio, 2010), and pressure them to act as the sole representative of their culture to their classmates (Blackwell, 2010). These classroom interactions also perpetuate the consumer model of cultural learning, in which dominant-culture students learn cultural information without changing their interactive style or developing cultural competency through bidirectional engagement with their culturally diverse classmates (Sue & Sue, 1977).…”

Section: Acknowledging Rich Cultural Resourcesmentioning

confidence: 99%

Empowering Culturally Diverse Students within a Collaborative Learning Community: A Student Perspective

Sánchez

Chism

Serafini

et al. 2012

Psychology Learning & Teaching

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Psychologists are typically obliged to learn about the cultures of their minority clients and students before working with them, refining their specific cultural knowledge and deepening their understanding of the influence of cultural factors on their clients and students through direct interaction. Likewise, professors of psychology can utilize these principles to empower minority students by (a) modeling cultural openness, (b) acknowledging students' rich cultural knowledge and experiences, (c) tailoring assignments to minority students' culturally influenced learning needs, and (d) seizing teachable moments. Empowering minority students in such a collaborative learning environment allows the burden of incorporating cultural views to shift from minority students to the larger classroom community, in which cultural dynamics may be safely explored, respected, and valued.Although faculty in Orlando's program did their best to accommodate his passion for cross-cultural research and practice, in many courses he found that the inclusion of culture was lacking and he struggled to meet faculty expectations for student participation. Many faculty regarded him as pleasant interpersonally, but they were concerned about his inability to be assertive. Rather than understanding that his passivity and deference to authority were typical of his culture, some criticized him for his limited contributions during class and urged him to engage more. He felt discouraged, isolated, and alone, and contemplated dropping out of his program.As Orlando's experience demonstrates, the experience of being a culturally diverse student within a North American psychology classroom can be difficult, confusing, and culturally isolating.

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Black Undergraduates' Experiences With Perceived Racial Microaggressions

Cited by 31 publications

References 0 publications

The What, the Why, and the How: A Review of Racial Microaggressions Research in Psychology

The What, the Why, and the How: A Review of Racial Microaggressions Research in Psychology

Microaggressions and the Enduring Mental Health Disparity

Empowering Culturally Diverse Students within a Collaborative Learning Community: A Student Perspective

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