Racial Microaggressions Against Black Counseling and Counseling Psychology Faculty: A Central Challenge in the Multicultural Counseling Movement

Constantine, Madonna G.; Smith, Laura; Redington, Rebecca M.; Owens, Delila

doi:10.1002/j.1556-6678.2008.tb00519.x

Cited by 172 publications

(180 citation statements)

References 23 publications

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“…Elsewhere, research has examined the ways in which educators do or do not recognize and respond to microaggressions in the classroom and the effectiveness or ineffectiveness of various responses (Boysen, 2012;Sue et al, 2009;. Additionally, the impact of racial microaggressions upon faculty of color has been explored (Cartwright, Washington & McConnell, 2009;Constantine, Smith & Owens, 2008). Nadal and colleagues (2011) proposed a theoretical taxonomy on sexual orientation and transgender microaggressions, delineating eight categories of microaggressions that may target LGBT persons: 1.…”

Section: Literature Reviewmentioning

confidence: 99%

From the Teachers Perspective: Exploring Ways to Navigate Transformative Dialogues about Microaggressions in Social Work Higher Education

Lipscomb¹,

Ashley²,

Mountz³

2017

IRHE

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Graduate social work education is a fertile context for microaggression encounters. Because a core concept of the discipline is social justice advocacy, social work pedagogy is steeped with instruction, reading materials, activities and dialogue regarding diversity, intersectionality, oppression, power, and privilege. Students enter graduate school from a plethora of backgrounds, maturity levels, and exposure to justice informed critical thinking. As a result, learning opportunities take place not only in classrooms and field placements, but also in social, interpersonal exchanges. Therefore, it is imperative that social work educators teach academic concepts while modeling and managing the process in which microaggressions proliferate. Drawing from auto-ethnographic data obtained through instructors' observations of microaggressions occurring in social work classrooms, the authors posit that uncontained microaggressions can have a deleterious impact on students, faculty and the larger social work climate outside of higher education. Pedagogical tactics and strategies to navigate the nuances of micro, mezzo and macro microaggressions within the constructs of social work higher education are provided.

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Section: Literature Reviewmentioning

confidence: 99%

From the Teachers Perspective: Exploring Ways to Navigate Transformative Dialogues about Microaggressions in Social Work Higher Education

Lipscomb¹,

Ashley²,

Mountz³

2017

IRHE

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“…After the election of President Donald Trump, incidents of blatant racism rose drastically across the country and also on university campuses (Journal of Blacks in Higher Education, 2017). Among some White people, colorblind racism persists, which includes beliefs, practices, and attitudes that race is no longer relevant (Constantine et al, 2008). These studies show that for faculty, race is completely relevant.…”

Section: Resultsmentioning

confidence: 88%

“…Incidents of racism on American university campuses are frequent and ongoing (Constantine, Smith, Redington, & Owens, 2008;Louis et al, 2016). After the U.S. national election of 2016, incidents of racism increased throughout the United States (Dreid & Najmabadi, 2016;Guha, 2017;Journal of Blacks in Higher Education, 2017;Layton, 2017).…”

Section: Dedicationmentioning

confidence: 99%

“…Studies have considered components of the culture of higher education, focusing specifically on the mission or values of the organization (B. R. Clark, 1971Clark, , 1972Giberson et al, 2009;Lee, 2007). Many of these studies considered the type of culture of the higher education institution, with a specific focus on the faculty or academic staff of a university (Constantine et al, 2008;Ferreira & Hill, 2008;Lee, 2007;Louis et al, 2016;Smart et al, 1997). Several studies considered how campus leadership can affect the campus culture (B. R. Clark, 1972Clark, , 1980Fuller, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

“…An additional area of the literature looks at the specific and unique effects of microaggressions that are experienced by college faculty. Authors consider both the institutional and the individual microaggressions experienced by faculty (Constantine et al, 2008;Halcon, 1988). These microaggressions are similar to those described previously, and they serve as constant, covert reminders of the power of one group over another and remind the victim group of their inferiority of skills, qualifications, and intelligence.…”

Section: Types Of Microaggressions Experienced By Campus Facultymentioning

confidence: 99%

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How do faculty experience the university mission? : a descriptive case study of one university’s approach to its core values

Lynette¹

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This research study captured the stories of 11 university faculty about their lived experiences with the university's social justice mission. Key findings revealed: (a) faculty of color described experiencing racism on campus, (b) faculty of color felt marginalized on campus, (c) faculty developed their understanding of the mission over time, (d) the mission was experienced differently by faculty of color than by White faculty, (e) peer group support was vital for retaining faculty of color, and (f) there was little evidence of collective overt challenges to the dominant ideology of the university. The study used a case study methodology to understand how tenured and tenure-track faculty made meaning of and understood a university's mission at a private university in the western United States. Campus documents were analyzed and 11 faculty members were interviewed. Data were analyzed using the in vivo coding method and were interpreted through a critical race theory framework. Results indicate that more can be done by universities in the United States to create inclusive campuses and to retain faculty of color.Suggestions for actionable steps are offered. These results are significant because they inform higher education leadership that the work of implementing their mission is never over and that the higher education community must continuously strive to be more inclusive, equitable, and accessible.

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Academic bullying and diversity: challenges and solutions

Swann

2022

FEBS Letters

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The academy remains disproportionally white despite decades of efforts to diversify the professoriate. Recruitment of faculty from underrepresented populations continues to challenge and little attention has been placed on retention. Bullying threatens all workplaces and is particularly insidious in higher education where the practice of tenure grants bad actors immunity from many corrective measures. Strategies and approaches summarized here have been proposed and should be adopted to provide a better workplace for all.

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Racial Microaggressions Against Black Counseling and Counseling Psychology Faculty: A Central Challenge in the Multicultural Counseling Movement

Cited by 172 publications

References 23 publications

From the Teachers Perspective: Exploring Ways to Navigate Transformative Dialogues about Microaggressions in Social Work Higher Education

From the Teachers Perspective: Exploring Ways to Navigate Transformative Dialogues about Microaggressions in Social Work Higher Education

How do faculty experience the university mission? : a descriptive case study of one university’s approach to its core values

Academic bullying and diversity: challenges and solutions

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