Mitigating racial microaggressions on campus: Documenting targets’ responses

Houshmand, Sara; Spanierman, Lisa B.

doi:10.1016/j.newideapsych.2021.100894

Cited by 10 publications

(14 citation statements)

References 54 publications

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“…For instance, youth in the RSDA profile had the highest endorsement of disengaged and humor coping, and in each case, the second highest endorsement of these strategies was by youth in the RDNS profile. The similarity of endorsement of these strategies between profiles that are distinguished by both the receipt of positive ethnic-racial socialization and critical reflection suggests that racism may be the primary factor that drives youth to employ more disengaging behavior and humor, and these strategies may be conceptualized as protective (e.g., Houshmand & Spanierman., 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Alternatively, individuals may engage in humor that is potentially deleterious or self-injurious (e.g., telling a self-deprecating joke). For Black individuals, humor has demonstrated protective qualities (Houshmand & Spanierman, 2021). Religious coping is made up of religiosity, which is defined as the commitment to the beliefs and practices recognized by an organized religious institution such as a church, mosque, or synagogue (Good & Willoughby, 2008).…”

Section: Theoretical Framework: Using Phenomenological Variant Of Eco...mentioning

confidence: 99%

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Roles of Racial Ecologies on Black Adolescents’ Coping with Racism

Golden,

Jones,

Cage

et al. 2024

The Counseling Psychologist

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Drawing from Spencer’s phenomenological variant of ecological systems theory (PVEST), this study examines how Black adolescents navigate racism-related stress, ethnic-racial socialization, and critical reflection as racial ecologies, and their association with coping strategies. Additionally, we explore critical action, a unique coping strategy related to critical consciousness. Using latent profile analysis, data from 200 Black adolescents (Mage = 14.2 years) were analyzed, with racism, ethnic-racial socialization, and critical reflection as indicators. Profile differences in coping were also investigated. Four distinct profiles of Black teen racial ecologies were identified: (a) Positively Racially Socialized, Less Discriminated ( n = 88); (b) Racially Socialized, Discriminated, and Aware ( n = 47); (c) Racially Discriminated and Negatively Socialized ( n = 37); and (d) Low Racially Salient ( n = 28). These profiles exhibited differences in coping strategy endorsement. The findings highlight the importance of Black youth's racial ecologies in shaping their coping mechanisms and have implications for research and clinical practices.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Framework: Using Phenomenological Variant Of Eco...mentioning

confidence: 99%

Roles of Racial Ecologies on Black Adolescents’ Coping with Racism

Golden,

Jones,

Cage

et al. 2024

The Counseling Psychologist

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“…This included the way they dress, style their hair, and the ways in which they engage in self-care. A BIPOC student has enrolled in a predominantly White graduate program, and upon engagement with others instinctively feels the need to “code switch” as a means of protection (Houshmand & Spanierman, 2021; Ore et al, 2021). This student is only called upon in class to give their perspective on topics related to race, trauma, and oppression and never specifically called on for their perspective on other psychological processes or theoretical concepts.…”

Section: Points Of Feedback For Faculty and Administratorsmentioning

confidence: 99%

“…Advocating for systemic change within doctoral programs is challenging and may involve many roadblocks. Thus, having a support system to turn to will help maintain hope and foster resilience (Blake et al, 2021; Houshmand & Spanierman, 2021; Huff, 2021). Traditional ways of utilizing leadership and advocacy skills including being assertive, confident, and speaking up often do not have the same impact when employed by BIPOC individuals (Chance, 2022).…”

Section: Points Of Feedback For Faculty and Administratorsmentioning

confidence: 99%

“…Further research is needed to understand the barriers BIPOC doctoral students face in accessing program services. Understanding these barriers externalizes the challenges BIPOC students often end up navigating on their own (Houshmand & Spanierman, 2021; Huff, 2021). If students experience a barrier to receiving support within their program, students are encouraged to make program directors aware, ideally if and when students have a support system within or outside of their program to handle the outcomes of speaking up (Ore et al, 2021).…”

Section: Points Of Feedback For Faculty and Administratorsmentioning

confidence: 99%

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When voices are left unheard: BIPOC doctoral student feedback toward a decolonized curriculum.

Martinez,

Miranda,

Lonikar

et al. 2024

Training and Education in Professional Psychology

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NCSPP) is a training council of over 80 professional psychology doctoral programs across the United States and Canada. NCSPP also hosts their Ethnic and Racial Diversity Committee to support the principles of equity, diversity, and inclusion in delegate programs. In 2020, two inspired doctoral students founded the Students of Color Council (SOCC) under the auspices of the Ethnic and Racial Diversity Committee. The dual mission of the SOCC is to provide support and mentorship for Black, Indigenous, and people of color (BIPOC) doctoral students in NCSPP delegate programs, as well as to provide feedback and consultation for the NCSPP Executive Committee regarding antiracist education. In this article, the results of more than a year of SOCC meetings are summarized. The authors, composed of currently matriculating BIPOC doctoral student participants of the SOCC, provide a set of 10-point feedback meant for faculty and administration to improve professional psychology programs regarding equity, diversity, and inclusion. This article will provide the history and purpose of SOCC, its philosophical pillars, a comprehensive literature review of BIPOC doctoral students in clinical psychology, introduce the 10 points expanding on each point using lived examples, and address the implications for BIPOC students, administrators, and faculty. These points will address pedagogy, curricular design, recruitment and retention, student/faculty relationships, competency remediation, and program administration. Recommendations for program faculty and administration then follow. Public Significance StatementThe field of psychology has begun to examine itself and the influence of White supremacy throughout history. Discourse regarding antiracist efforts has been increasing, yet seldom does it include BIPOC psychology students. This project was conceptualized, developed, and written by currently matriculated BIPOC graduate students from professional psychology programs across the country. It contains 10 points of feedback to faculty and administrators with the intention of decolonizing and liberating training programs.

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Strategies for Addressing Racial and Intersectional Microaggressions and Macroaggressions

Leff

Varghese

2023

Handbook of Anger, Aggression, and Violence

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Mitigating racial microaggressions on campus: Documenting targets’ responses

Cited by 10 publications

References 54 publications

Roles of Racial Ecologies on Black Adolescents’ Coping with Racism

Roles of Racial Ecologies on Black Adolescents’ Coping with Racism

When voices are left unheard: BIPOC doctoral student feedback toward a decolonized curriculum.

Strategies for Addressing Racial and Intersectional Microaggressions and Macroaggressions

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