Toward a conceptual model of hierarchical microaggression in higher education settings: a literature review

Lee, Ahlam

doi:10.1080/00131911.2020.1793735

Cited by 15 publications

(14 citation statements)

References 85 publications

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“…Have they worked consistently throughout term or left themselves victim to a lack of foresight and time management? This is similar to the perception of WP students creating more work for lecturers when requests for navigation help are not understood (Lee, 2020).…”

Section: Social Capital Theory and Widening Participationsupporting

confidence: 68%

“…The participants discussed these repeated exposures to small barriers, and being made to feel unwelcome by systems and staff. These fit with the conceptualisation of hierarchical microaggressions highlighted earlier (Lee, 2020). This often included concerns about being unable to navigate university structures, feeling inadequate in terms of knowledge, or perceiving staff to be hostile about aspects of university life.…”

Section: Do Widening Participation Students Experience a Deficit In Social Capitalsupporting

confidence: 52%

“…Microaggressions can also be hierarchical in nature, particularly where the staff-student dynamic exists. WP students may be perceived as creating extra work from staff when requesting help to navigate these various barriers, and this can help justify the behavior in the aggressor's mind (Lee, 2020). Microaggressions can be varied and unintentional, but often reinforce a message that the WP student does not belong in HE.…”

Section: Barriers To Widening Participation In United Kingdom Higher Educationmentioning

confidence: 99%

“…Staff are concerned that students may not use recordings responsibly for their learning, and that students may exploit recordings to mock staff (MacKay, 2019). Staff may also feel beleaguered by student requests if they do not understand them due to a lack of shared experiences (Hornibrook, 2012;Lee, 2020). This may be due to a lack of trust in these requests.…”

Section: Trust As Currencymentioning

confidence: 99%

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The Cost of Asking: ‘Say that Again?’: A Social Capital Theory View Into How Lecture Recording Supports Widening Participation

et al. 2021

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Lecture recording, as a form of technology enhanced learning, has been purported to support equality in Higher Education. The introduction of lecture recording is often controversial, with some lecturers having concerns as to how recordings may change teaching and learning. A commonly reported motivation for incorporating lecture recordings is supporting the needs of widening participation students, students who are otherwise under-represented in higher education. In this study, we used focus groups to explore the experiences of widening participation students in higher education as they navigated their university programmes. We held four focus groups in three Scottish universities, and discussed and developed findings alongside a stakeholder group. We then applied a social capital lens to the data to explore whether recordings can be used to overcome a lack of social capital in widening participation students. Our participants identified areas where they lacked social ‘credit’, such as a lack of peer parity among colleagues and experiences which could be described as microaggressions. Students discussed reasons why the ‘cost’ of asking questions in class was too high, and how recordings support them by allowing them to save on this perceived cost. However students also recognised the tension of a lack of trust between lecturers and students, which could be exacerbated by recordings. We found good evidence to support a social capital view of ‘trust as credit’ in interactions between students and lecturers, and provide suggestions for how lecture recording can be used to support widening participation students in this area.

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Section: Social Capital Theory and Widening Participationsupporting

confidence: 68%

Section: Do Widening Participation Students Experience a Deficit In Social Capitalsupporting

confidence: 52%

Section: Barriers To Widening Participation In United Kingdom Higher Educationmentioning

confidence: 99%

Section: Trust As Currencymentioning

confidence: 99%

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The Cost of Asking: ‘Say that Again?’: A Social Capital Theory View Into How Lecture Recording Supports Widening Participation

et al. 2021

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“…Examples of racialized hierarchical aggression experienced by minoritized students in STEM include (a) environmental microaggressions (e.g., a lab named after a specific ethnicity), (b) microinvalidations (e.g., color-blind racism), (c) microinsults (e.g., unconsciously negative stereotypes about a certain racial group), and (d) microassults (e.g., name-calling) (Marshall et al, 2021). Lee (2022) summarized the outcomes of hierarchical microaggressions in higher education, which included withdrawing from programs, increased stress, mental and physical health problems, and disengagement. Notwithstanding these challenges, high-achieving minoritized students in STEM demonstrated resilience and saw themselves as role models for other minoritized students in predominantly White institutions (PWIs) (Aish et al, 2017).…”

Section: Underrepresented Minoritized Students In Stemmentioning

confidence: 99%

*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability

Yang

Gentry

2022

Gifted Child Quarterly

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Little information exists concerning underrepresented students’ talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study investigated the talent development processes of five Black, seven Hispanic, and three Native American graduate students enrolled in STEM disciplines. All participants completed three individual, 1-hr interviews. Inductive thematic analysis revealed participants experienced challenges throughout their schooling, including chilly atmosphere in STEM disciplines, sense of loneliness, imposter syndrome, and pressure to prove themselves as capable. Despite these obstacles, participants benefited from academic rigor in STEM, gifted education programs, and extended support networks from families, friends, and mentors. Participants also developed a strong sense of responsibility for community service and social justice. Implications for research and practice are discussed.

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Is Hierarchical Education Investment Synergistic? Evidence from China’s Investment in General and Advanced Education

Chu

2022

J Knowl Econ

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Toward a conceptual model of hierarchical microaggression in higher education settings: a literature review

Cited by 15 publications

References 85 publications

The Cost of Asking: ‘Say that Again?’: A Social Capital Theory View Into How Lecture Recording Supports Widening Participation

The Cost of Asking: ‘Say that Again?’: A Social Capital Theory View Into How Lecture Recording Supports Widening Participation

*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability

Is Hierarchical Education Investment Synergistic? Evidence from China’s Investment in General and Advanced Education

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