Reducing microaggressions and promoting interracial connection: The racial harmony workshop

Williams, Monnica T.; Kanter, Jonathan W.; Peña, Adriana; Ching, Terence H. W.; Oshin, Linda

doi:10.1016/j.jcbs.2020.04.008

Cited by 39 publications

(27 citation statements)

References 41 publications

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“…This suggests that facilitating perspective taking may be a critical process in promoting the behavioral components of anti-racism/anti-sexism. Recent experimental research indicates that perspective taking can be effectively trained and is a viable route to behavior change (Montoya-Rodriguez et al, 2017), and an intervention targeting psychological inflexibility around racial microaggressions featured perspective taking as a central component (Williams et al, 2020). Our findings support that perspective taking is additionally a component of active anti-racist/anti-sexist behavior, and that interventions such as experiential intergroup contact may aid in the promotion of these behaviors.…”

Section: Discussionsupporting

confidence: 67%

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The role of psychological inflexibility and perspective taking in anti-racism and anti-sexism

Davis

Krafft

Hicks

et al. 2021

Personality and Individual Differences

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Racism and sexism are pervasive forms of discrimination that cause significant individual and societal burden. Understanding manipulable psychological processes that contribute to these modes of discrimination would aid in developing anti-prejudice interventions that target them. Psychological flexibility has been proposed as a potential tool in combating prejudice by modifying one's relationship with unwanted or automatic prejudicial thoughts, in addition to the ability to take the perspective of marginalized groups. A survey assessing psychological inflexibility and perspective taking along with anti-racist/anti-sexist attitudes and behaviors was administered to a sample of 395 undergraduate students. Perspective taking predicted antiracist/anti-sexist behaviors above and beyond their corresponding attitudes. Psychological inflexibility was a not a significant predictor of relevant attitudes or behaviors. Our findings suggest that perspective taking may be an important target of anti-prejudice interventions.

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Section: Discussionsupporting

confidence: 67%

“…avoiding confronting someone who made an insensitive remark due to feeling guilty about one's own biases. In a recent application of this construct to racial prejudice, an intervention targeting psychological inflexibility effectively reduced the prevalence of microaggressive thoughts among white participants (Williams et al, 2020).…”

mentioning

confidence: 99%

The role of psychological inflexibility and perspective taking in anti-racism and anti-sexism

Davis

Krafft

Hicks

et al. 2021

Personality and Individual Differences

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“…Cognitive behavioural therapy (CBT) interventions for perpetrators might include psychoeducation about the systemic and insidious nature of racism, the harm caused by microaggressions, and helping offenders recognize commonalities in the values and struggles of all racialized people (e.g. Williams et al ., 2020). CBT interventions for aggression may be warranted, and successful approaches have included relaxation techniques to cope with anger, assessing cognitive distortions and faulty core beliefs, cognitive restructuring, practising appropriate assertiveness, and learning new problem-solving skills (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…All 20 items can be summed for a total score, or each subscale can be examined separately. The CCAS has shown good concurrent validity in that people with higher scores have more racist attitudes and scores reduce after participating in a diversity workshop (Kanter et al ., 2017; Williams et al ., 2020).…”

Section: Methodsmentioning

confidence: 99%

Understanding aggression and microaggressions by and against people of colour

Williams

Ching

Gallo

2021

tCBT

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Efforts to understand racial microaggressions have focused on the impact on targets, but few studies have examined the motivations and characteristics of offenders, and none has examined microaggressions committed by members of racialized groups. The purpose of this study is to determine if racial microaggressions should be conceptualized as a form of aggression when committed by racialized individuals by examining the relationship between propensity to commit microaggressions and aggressive tendencies to help inform interventions. This nationwide survey recruited 356 Asian, Black and Hispanic American adults. Participants completed measures of likelihood of committing anti-Black microaggressions, aggression, negative affect, and ethnic identity. There was a significant negative correlation between ratings by diversity experts of microaggressive interactions being racist and participants’ likelihood of engaging in those same interactions. For each ethnoracial group, likelihood of committing anti-Black microaggressions was significantly positively correlated with all measures of aggression examined. The correlation between microaggressions and aggression was strongest for non-White Hispanic participants and weakest among Asian participants. A linear regression showed that aggression uniquely predicted microaggression likelihood, after controlling for respective co-variates within groups. Among non-White Hispanic participants, there was a significant positive correlation between negative affect and propensity to commit microaggressions, but this association disappeared in the regression analysis after accounting for aggression. A positive ethnic identity was not correlated with microaggression likelihood among Black participants. Findings indicate that microaggressions represent aggression on the part of offenders and constitute a form of behaviour that is generally socially unacceptable. Implications and cognitive behavioural treatment approaches are discussed. Key learning aims (1) People of colour generally recognize that racial microaggressions are unacceptable. (2) People of colour may commit microaggressions against other people of colour. (3) Anti-Black microaggressions are correlated to aggression in perpetrators. (4) Microaggressions are not solely attributable to negative affect or low ethnic identity. (5) Therapists should address microaggressions, even when committed by people of colour.

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“…Increasing self-awareness by bringing biases into consciousness is one of the six key features of a framework to “create a safe and nonthreatening learning context” (Sukhera & Watling, 2018, p. 2). In addition, empathy was effective at reducing race-based biases in treatment among students and health-care professionals (Drwecki et al, 2011; M. T. Williams et al, 2020).…”

Section: Three Types Of Microaggressions In the School Ecologymentioning

confidence: 99%

Racial and Language Microaggressions in the School Ecology

Steketee

Williams

Valencia

et al. 2021

Perspect Psychol Sci

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The growth trajectory of ethnically and linguistically diverse individuals in the United States, particularly for youth, compels the education system to have urgent awareness of how diverse aspects of culture (e.g., Spanish-speaking, Black Latina student) are implicated in outcomes in American school systems. Students spend a significant amount of time in the school ecology, and this experience plays an important role in their well-being. Diverse ethnic, racial, and linguistic students face significant challenges and are placed at considerable risk by long-observed structural inequities evidenced in society and schools. Teachers must develop the capacity to be culturally sensitive, provide culturally responsive pedagogy, and regularly self-assess for biases implicated in positive academic outcomes for students in kindergarten through Grade 12. Research and practice have suggested that racism and discrimination in the form of racial microaggressions are observed daily in schools and classrooms. This article provides an overview of racial microaggressions in the school context and their damaging effects on students. We provide specific examples of microaggressions that may be observed in the U.S. classroom environment and how schools can serve as a positive intervention point to ameliorate racism, discrimination, and racial and language microaggressions. This comprehensive approach blends theory with practice to support the continued development of cultural humility, culturally sustaining pedagogy, and an equity-responsive climate.

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Reducing microaggressions and promoting interracial connection: The racial harmony workshop

Cited by 39 publications

References 41 publications

The role of psychological inflexibility and perspective taking in anti-racism and anti-sexism

The role of psychological inflexibility and perspective taking in anti-racism and anti-sexism

Understanding aggression and microaggressions by and against people of colour

Racial and Language Microaggressions in the School Ecology

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