Racial Microaggressions and Sense of Belonging at a Historically White University

Lewis, Jioni A.; Mendenhall, Ruby; Ojiemwen, Ashley; Thomas, Merin; Riopelle, Cameron; Harwood, Stacy Anne; Huntt, Margaret Browne

doi:10.1177/0002764219859613

Cited by 74 publications

(59 citation statements)

References 49 publications

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“…which are designed to reduce, dilute, atomatize, and encase the hapless into his 'place'" (Pierce, 1969, p. 303). Microaggressions negatively impact the sense of belonging (Lewis et al, 2019) and mental and physical health (Gee et al, 2009;Wang et al, 2011). Although the initial "sting" is subtle, and individuals may consider it "not worthy of the mental work and trouble" (Anderson, 2015, p. 15), the effects are traumatic and compounding over time.…”

Section: Female Newcomermentioning

confidence: 99%

“It’s cold here:” Lessons learned from the welcome perceived by newcomers to Brandon, Manitoba

Lam

2021

Diaspora, Indigenous, and Minority Education

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Rural immigration is increasing, but still underrepresented in the literature. What does it mean to welcome well in places without large ethnocultural communities and the diverse range of supports dedicated to settlement and integration? What are the perceptions surrounding newcomer integration, and what experiences are newcomers having outside urban centers? Over the past three years, I used a board game, Refugee Journeys, which uses reallife experiences of newcomers in Canada to launch discussions about inclusion and equity, to conduct focus groups and interviews with newcomers, community leaders, educators, and community members. As someone who grew up in a rural area, I wanted to know if the rosy neighborliness of my childhood would translate to an environment of hospitality, welcome, and inclusion for newcomers, or if the stories told to me by my students over the years -stories of slurs hurled in grocery stores, or exclusion from job opportunities -were closer to the truth. I found a deep disconnect between intentions and impacts, particularly around the topics of language diversity and tolerance. This article describes some of the realities currently experienced by newcomers in Brandon, MB and offers new insights on what it means to settle outside urban areas.

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Section: Female Newcomermentioning

confidence: 99%

“It’s cold here:” Lessons learned from the welcome perceived by newcomers to Brandon, Manitoba

Lam

2021

Diaspora, Indigenous, and Minority Education

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“…It recognizes that, due to their racial or ethnic group membership, students of color attending these institutions encounter unique stressors and environmental challenges above and beyond that experienced by their White peers (Bourke, 2010;Harper & Hurtado, 2007). These stressors are negatively associated with the adjustment, sense of belonging, motivation, and retention of students of color (Griffith et al, 2019;Lewis et al, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The cultural dimension of the PSC framework will incorporate Black students' perceptions of the university environment and racial identity. Given that Black students endorse encountering significant race-related stressors at PWIs (Lewis et al, 2019), it is useful to capture their perceptions of this cultural milieu when examining its relationship to their academic engagement and selfconcept. Additionally, while perceptions of the university may not be directly linked to Black students' GPA, it may be indirectly affecting GPA via students' academic self-concept.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

Beasley

McClain

2020

Journal of Black Psychology

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Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.

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“…Experiencing racial bias (and seeing others tolerate its expression) in the classroom triggers justifiable concerns about whether math is a discipline where students of color will be stereotyped, where others will believe that they do not belong, and where they will be marginalized, ghettoized, or otherwise pressured to acculturate to the "default" (White) ways of being (Lewis et al, 2019;Murphy & Taylor, 2012). Unsurprisingly, contending with these types of concerns can increase minoritized learners' vigilance for other threatening situational cues (McGee & Martin, 2011;Murphy et al, 2007), heighten their anxiety (Forbes et al, 2015;Schmader et al, 2009), and foment distrust (Cohen & Steele, 2002).…”

Section: Raising Concern For Students Of Color: Highlighting the Troubling Effects Of Racial Bias In Math Settingsmentioning

confidence: 99%

Toward Increasing Equity and Inclusion in Mathematics Classrooms: Exploring the Potential of Proactive Confrontation in Teacher-Education

Kroeper¹,

Mc²

2020

Preprint

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Expressions of racial bias in middle grades math classrooms pose a threat to the full inclusion and equitable treatment of students of color. To combat these biased expressions, mathematics education scholars have recommended that math teachers undergo special training to employ culturally relevant practices as part of their teacher education. According to teacher-educators, however, motivating and helping their teacher-pupils implement culturally relevant classroom strategies has proven somewhat challenging. This is in part due to reluctance among teachers to adopt culturally relevant practices in their own teaching and a lack of fidelity when attempting to enact culturally relevant strategies. To overcome the challenges of reluctance and fidelity and to support teacher-educators as they train their teacher-pupils to adopt culturally relevant strategies in math classrooms, we propose that teacher-educators employ a proactive confrontation approach. We view proactive confrontation as a practical and useful tool for math teacher-educators to challenge racial bias expression and to create more equitable and inclusive math learning environments that inspire and motivate learning and performance among all students. By using proactive confrontations, teacher-educators can raise their teacher-pupils’ self-awareness that engaging in biased expression is common (but not inevitable) in math classrooms and raise their concern that bias expression is harmful to students of color and, therefore, deserves proactive attention and action. Lastly, teacher- educators can provide examples of culturally relevant classroom activities to their teacher-pupils and help them to develop and implement such practices on their own. In the present synthesis, we provide examples of how the proactive confrontation approach can be integrated with math teacher-education programs and discuss some of the persisting challenges facing math teacher-educators who choose to proactively confront racial bias.

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Racial Microaggressions and Sense of Belonging at a Historically White University

Cited by 74 publications

References 49 publications

“It’s cold here:” Lessons learned from the welcome perceived by newcomers to Brandon, Manitoba

“It’s cold here:” Lessons learned from the welcome perceived by newcomers to Brandon, Manitoba

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

Toward Increasing Equity and Inclusion in Mathematics Classrooms: Exploring the Potential of Proactive Confrontation in Teacher-Education

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