Psychoeducational and healing experiences with microaggressions of college-educated Black and Indigenous people of color.

Abstract

This study examined personal experiences of coming to understand and heal from racial/ethnic microaggressions (often unintentional yet harmful communications that demean, stereotype, or discriminate against Black and Indigenous people of color [BIPOC]), with a focus group of 14 college-educated BIPOC, ages 19-31. This study utilized Sue et al.'s (2007) racial microaggression taxonomy. Considering psychoeducational prompts, participants named microaggressions they had encountered, explored defining and interpreting underlying myths, and considered the meaning and means by which they engaged in healing. Generic qualitative inquiry and theoretical data analysis methods were used to analyze videorecorded data from a theoretically aligned framework of critical consciousness pedagogy, constructivist, and indigenous research paradigms. Two sets of themes emerged. First, psychoeducational explorations to understand microaggression experiences yielded four major themes (and 10 subthemes): responses to perceptions of the taxonomy (validation, elicited nuances); impacts of sharing (reassessing experience, dismantling underlying myths and messages, noting consequences as lessons); impact of focus group exploration (group validation, group contributions); and critical consciousness reflections ( awareness of systems of oppression, surfaced internalizations, generational lens for action). Second, healing responses yielded two major themes (and eight subthemes): motivation for social justice critical action to address microaggressions (social justice advocacy, generational advocacy) and intentional release of and from microaggressions (challenging & confronting, music, venting, social media, revenge in proving wrong, indulging in shared cultural connections). These findings have clinical, theoretical, and methodological implications for processing microaggressions in the lives of BIPOC in a psychoeducational focus group exploring and facilitating healing.

Centering BIPOC (Black, Indigenous, and People of Color) Perspectives: Strengthening the Efficacy of DEI Initiatives through Shared Understanding

“…With the support of BIPOC supervisors, BIPOC employees can sustain and build connections to their workplace and feel less isolated. In addition to their supervisors, BIPOC employees feel isolated because of a lack of diversity within their coworkers (Mena et al, 2022, Akpapuna et al, 2020, Roche & Passmore, 2023, Wong and Jackson et al, 2023. Being able to debrief a racially insensitive experience at work with a co-worker allows for catharsis and healing for BIPOC individuals (Wong and Jackson et al, 2023).…”

“…In addition to their supervisors, BIPOC employees feel isolated because of a lack of diversity within their coworkers (Mena et al, 2022, Akpapuna et al, 2020, Roche & Passmore, 2023, Wong and Jackson et al, 2023. Being able to debrief a racially insensitive experience at work with a co-worker allows for catharsis and healing for BIPOC individuals (Wong and Jackson et al, 2023). The mere presence of other BIPOC-through faculty or supervisors, peers or coworkers, or media-would benefit BIPOC students and employees in predominately White spaces and help to reduce feelings of isolation that many of them face.…”

“…In addition to this, discussing shared experiences amongst BIPOC individuals within their organizational community allows for catharsis and feelings of being understood outside of oneself (Lee et al, 2020). Being able to reconvene with another BIPOC after a something racially insensitive was said in the workplace or class makes BIPOC feel safer and more confident in navigating the experiences they are going through (Bahia and Park, 2022, Lee et al, 2020, Wong and Jackson, 2023. Because of this, it is no surprise affinity groups are a method that often helps BIPOC within college feel more at place (Nayani, 2021).…”

“…Learning how to navigate the White world and sharing that knowledge with younger generations is important to BIPOC communities. It's also important to set an example, to show that success is more than possible, but that it's been achieved by people who like them (Lee et al, 2023, Wong and Jackson 2023, Bahia and Park, 2022. In some ways, BIPOC students and employees find this to be a method of resistance.…”

“…In some ways, BIPOC students and employees find this to be a method of resistance. That this value is a vital step in instilling change (Wong &Jackson 2023, Bahia andPark, 2022).…”