Download or read book The Relationship Between Student Adjustment Cultural Congruence and Racial and Ethnic Microaggressions on a Predominantly White College Campus written by Celina D. Whitmore and published by . This book was released on 2017 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined relationship between student adjustment to university environment, cultural congruence, and perceived racial and ethnic microaggressions. Findings supported the hypothesis that minority students perceiving higher number of racial microaggressions show lower cultural congruence, and that as their cultural congruence increased, their adjustment to university environment increased as well.
Download or read book Exploring the Relationship Between Racial Identity Microaggressions and Academic Outcomes Among African American Students in the Classrooms of a Predominantly White Campus written by Andrea M. Fernandez and published by . This book was released on 2014 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The overt nature of racism in the United States has morphed into an insidious, covert manifestation called racial microaggression (Pierce, Carew, Pierce-Gonzalez, & Wills, 1978; Sue, Capodilupo, et al., 2007). Though not often intentional in nature, these microaggressive behaviors have become pervasive in the lives of people of color (Sue, 2010; Sue, Capodilupo, et al., 2007). Extant research reveals the harmful and cumulative effects of racial microaggressions (Sue, Nadal, et al., 2008). Researchers have also found a link between the experiences of African American students and negative psychological, health, and educational outcomes (Solórzano, Ceja, & Yosso, 2000; Sue, 2010; Watkins, Labarrie, & Appio, 2010). Much research has been done on people of color's experiences with racial microaggressions; however, few studies have given attention to why some African American college students are able to excel in microaggressive academic environments while others do not. The purpose of this study was to determine to what extent African American students at a predominantly White institution experience racial microaggression in the classroom as well as the frequency with which various types of microaggressions are encountered. A secondary purpose was to identify if there is a relationship between microaggressive encounters and academic outcomes. The final purpose was to explore whether racial identity status moderates the relationship between microaggressions and academic outcomes. Forty-seven undergraduate students participated in this study. Results indicated that students' backgrounds impact how they handle microaggressive behaviors. Implications of the findings are presented and suggestions or future research are provided."--Abstract from author supplied metadata.
Download or read book Exploring the Moderating Effects of Racial Ethnic Socialization Academic Motivation and African American Identity on the Relation Between Microaggressions and Mattering of African American Students at Predominantly White Institutions written by Lawrence Joseph Chatters and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: African Americans remain underrepresented in higher education (Thompson, Gorin, & Chen, 2006) and experience subtle forms of racism called microaggressions (Sue et. al, 2007). The impact of microaggressions in post-secondary institutions may manifest in the achievement gaps that exist between African American and White people; moreover, they may influence the inequitable treatment of African American students by staff, teaching assistants and faculty (Ancis, Sedlacek, & Mohr, 2000; Becker & Luther, 2002). 108 African American undergraduate students at three Predominantly White Institutions (PWIs) participated. The current study employed an online survey to explore relationships of microaggressions, racial/ethnic socialization, African American racial identity, academic motivation, and mattering of African American students at PWIs, including moderating relationships. Generally, results demonstrated the following significant relationships: experiences of microaggressions were negatively related to a sense of belonging on campus and the belief that instructors were invested in their success; feeling valued on campus was significantly related to experiences of microaggressions; receiving racial stereotype messages about the cynicism of white people was negatively related to the perception that they mattered to instructors; receiving messages of racial protection and cultural insight was positively related to experiences of microaggressions. There were a number of significant relationships between mattering and intrinsic and extrinsic academic motivation. Of particular interest was a negative relationship between amotivation, mattering to instructors, and students perception that they do not belong on campus. Intrinsic motivation to experience stimulation was positively related to microaggresisons. Students' belief that others on campus regarded their culture positively was negatively associated with microaggressions Students' highly held regard for their African descent was positively associated with microaggressions. Moreover, Black Identity Nationalist Ideology significantly moderated the negative relationship between microaggresisons and mattering to instructors. The findings of the current study are an important contribution to the existing literature regarding the experiences of African American college students at PWIs. Recommendations based on the results of the current study are provided for administrators and clinicians who work with African American college students.
Download or read book Microaggressions and Modern Racism written by Charisse C. Levchak and published by Springer. This book was released on 2018-02-28 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: Microaggressions and Modern Racism: Endurance and Evolution explores the causes, manifestations, and consequences of microaggressions, macroaggressions, and modern racism within society. Using surveys and interview data alongside examples in mainstream media, Levchak provides a comprehensive analysis of modern racism on college campuses, in workplaces, and in various media. In so doing, she expands microaggression theory and explores race-based aggression and race relations through sociological and social justice frameworks. The resources offered here have the potential to inform anti-racism policy, programming, and practice that can impact the lives and well-being of all people.
Download or read book Microaggressions and Marginality written by Derald Wing Sue and published by John Wiley & Sons. This book was released on 2010-08-13 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: A landmark volume exploring covert bias, prejudice, and discrimination with hopeful solutions for their eventual dissolution Exploring the psychological dynamics of unconscious and unintentional expressions of bias and prejudice toward socially devalued groups, Microaggressions and Marginality: Manifestation, Dynamics, and Impact takes an unflinching look at the numerous manifestations of these subtle biases. It thoroughly deals with the harm engendered by everyday prejudice and discrimination, as well as the concept of microaggressions beyond that of race and expressions of racism. Edited by a nationally renowned expert in the field of multicultural counseling and ethnic and minority issues, this book features contributions by notable experts presenting original research and scholarly works on a broad spectrum of groups in our society who have traditionally been marginalized and disempowered. The definitive source on this topic, Microaggressions and Marginality features: In-depth chapters on microaggressions towards racial/ethnic, international/cultural, gender, LGBT, religious, social, and disabled groups Chapters on racial/ethnic microaggressions devoted to specific populations including African Americans, Latino/Hispanic Americans, Asian Americans, indigenous populations, and biracial/multiracial people A look at what society must do if it is to reduce prejudice and discrimination directed at these groups Discussion of the common dynamics of covert and unintentional biases Coping strategies enabling targets to survive such onslaughts Timely and thought-provoking, Microaggressions and Marginality is essential reading for any professional dealing with diversity at any level, offering guidance for facing and opposing microaggressions in today's society.
Download or read book Increasing Knowledge and Detection of Racial and Ethnic Microaggressions in White College Students written by Christina A. Patterson and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: To combat microaggressions and their impact on persons of color, there needs to be an increased awareness and ability to detect microaggressions when they occur. This study examined the efficacy of a multimedia intervention aimed at increasing White individuals' ability to accurately detect microaggressions. Undergraduate university students (61 women, 40 men, 2 other) were recruited from two predominantly White universities (PWU). All participants completed pre- and post-intervention materials, and 54 participants completed the 1-week follow-up materials. At pre-intervention, participants watched a set of video clips (e.g., television, movies), some of which contained racial and ethnic microaggressions, answered a series of questions regarding the content of the videos, and completed the Colorblind Racial Attitudes Scale (CoBRAS). Participants in the high-exposure intervention condition watched a 1-hour video lecture on racial and ethnic microaggressions. Participants in the low-exposure and control conditions read an article (e.g., racial and ethnic microaggressions or positive psychology) and answered a series of questions regarding the content of the articles. At post-intervention, completed immediately following the intervention, and 1-week follow-up, participants watched another set of video clips and some of which included racial and ethnic microaggressions. Participants then answered a series of questions regarding the content of the video, and completed a CoBRAS. The high-exposure intervention condition did not demonstrate any significant change from pre- to post- intervention detection rates. There was no significant change from pre- to post-intervention to 1-week follow-up detection rates between conditions. Post-hoc analyses regarding colorblindness indicated a significant decrease in CoBRAS total score from pre-intervention (M = 62.23, SD = 15.39) to post-intervention across participants (M = 61.67, SD = 15.66), t(102) = 3.26, p = .002, d = .32, indicating a decrease in overall colorblindness. There was a significant decrease in Unawareness of Racial Privilege scores from pre-intervention (M = 26.67, SD = 7.51) to post-intervention across participants (M = 25.51, SD = 7.87), t(102) = 3.28, p = .001, d = .32, indicating an increased awareness of racial privilege. Awareness of institutional discrimination and blatant racial discrimination did not shift significantly. Interpretations and implications of the findings, are discussed.
Download or read book Social Adjustment of Students of Color Attending Predominantly White Community Colleges written by Kenneth Edward Simberg and published by . This book was released on 2006 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship of Race related Experiences and Perceptions on College Students Social Integration and Academic Adjustment at a Predominantly White University written by Tabbye Maria Chavous and published by . This book was released on 1998 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining how Microaggressions Impact African American College Students Studying at Predominantly White Institutions written by Courtney Green and published by . This book was released on 2017 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Microaggressions, or subtle forms of racial discrimination, are making campus climate increasingly uncomfortable for minority students. Inclusion is stressed in collegiate education yet instances of discrimination still occur. Focus groups were conducted to examine the relationship African American students who study at predominately white institutions have with microaggressions. Reactions were classified into six major themes: benefit of the doubt, power judgments, stress from subtly, institutional overaccommodation, stereotypical assumptions, burden of confrontation, and fear as aggressor.
Download or read book Race and Ethnic Relations on Campus written by Eric J. Bailey and published by Bloomsbury Publishing USA. This book was released on 2018-09-07 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: Can college students confront race relations issues directly and make positive changes? Yes, they can. This book provides a fresh, practical approach to addressing these issues—individually and collectively—to ignite a positive revolution in race and ethnic relations. As racial and ethnic incidents continue to occur at college campuses across the nation, an esteemed African American professor who teaches in the heart of a region that has seen some of the most volatile racial incidents in American history breaks the uneasy silence to respond to growing concerns from undergraduate students. In Race and Ethnic Relations on Campus: Understanding, Empowerment, and Solutions for College Students, Eric J. Bailey presents a new approach to addressing and better understanding the major controversial issues associated with race and ethnic relations for today's college students. This book confronts commonplace race relations issues directly and sets forth a completely different way of addressing these problems that empowers today's college students to take charge and start to effect change—to do something about racially charged conflict rather than to simply talk about it. The chapters describe how race and ethnic relations issues typically arise on college campuses, share insight into how national incidents affect college students' reactions to incidents on their own campus, and identify the negative consequences of poor race relations as well as describe the positive effects of good race relations.
Download or read book Racial Microaggressions written by Daniel G. Solórzano and published by Teachers College Press. This book was released on 2020 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing from over 2 decades of research, this book offers an in-depth analysis of a systemic form of everyday racism commonly experienced by People of Color. Racial microaggressions are layered and cumulative assaults, often carried out in subtle and unconscious ways, which take a psychological and physiological toll on the body, mind, and spirit. The authors make a unique contribution to the study of racial microaggressions by using Critical Race Theory (CRT) to develop the concepts, frameworks, and models provided in this book. Focusing on the lived experiences of People of Color, Racial Microaggressions in Education can be used to disrupt the everyday racism that continues to target so many Communities of Color. “A brilliant and timely contribution to the current discussions and actions related to race and racism.” —Dolores Delgado Bernal, California State University, Los Angeles “An excellent review of critical race theory and methods.” —Margaret Montoya, University of New Mexico “Timely, relevant, evidenced based, and instructive, this book is essential reading for those who want to commit themselves to achieving racial justice in education.” —Tyrone C. Howard, professor, University of California, Los Angeles “Beautifully written with passion, humanity, and academic rigor. An essential examination of racial microaggressions as a key issue facing contemporary educators and society at large.” —David Gillborn, professor of critical race studies, University of Birmingham
Download or read book An Examination of the Occurrence of Racial Microaggressions and Their Relation to Self esteem Stress and Racial Identity written by Kendra Shoge and published by . This book was released on 2014 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study examined the occurrence of racial microaggressions on a predominantly White, Midwestern university, as well as their relationship to self-esteem, stress, and racial identity. A sample of 40 students who identified as African or African/American, Hispanic, Multiracial, or Asian, Pacific Islander, or Asian/American completed the Multi-group Ethnic Identity Measure-Revised, the Rosenberg Self-Esteem Scale, the Racial Microaggression Scale, and a demographic information form. The results suggest that, while no significant relationship was found between microaggressions and self-esteem, students reported frequently experiencing microaggressions on campus, as well as stress related to these events.
Download or read book Teaching With Racial Microaggressions in Mind How to Recognize and Stop Using Racial Microaggressions in Your K 12 Classroom written by Joseph R. Gibson and published by Kitabu Publishing. This book was released on 2020-12-07 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book was written to promote those typically unfamiliar or unpracticed strategies that if normalized can help us best educate all K-12 students, regardless of race. Accordingly, as opposed to "not seeing color" or somehow ignoring race, the goal is to explore ways to reduce the impact of racism on Black students specifically. "Racism is endemic to American life," noted Mari Matsuda et al., including those minimally diverse K-12 schools and classrooms with almost all or very few Black students. Many educators are becoming increasingly aware of the role of race in the classroom, but too few ever know how race is repeatedly a catalyst for their personal use of racial microaggressions. Consequently, racial microaggressions can and regularly do occur in any classroom, including yours, oftentimes unconsciously, always destructively.I write this fully conscious of the possibility of outright rejection or uninformed rationalization on the part of my target audience: any and all educators of Black students in America. There's also this idea, noted Anne Gregory, that "if we name the phenomenon, it's teacher blaming" even when it's not. Teacher or administrator blaming triggers denial and defensiveness, which is totally counterproductive if the goal is reflection and continuous improvement. My goal is to thoroughly inform, promote accountability, and hopefully inspire change, but certainly not just blame. While homicidal racial violence (e.g., filmed police killings of unarmed Black people) and other "hate crimes receive the most attention," the greatest race-based damage "to the life experiences of people of color is from racial microaggression." These "cumulative insults" perpetuate feelings of inferiority and cause unnecessary, chronic (and brain-changing) "stress to people of color while privileging whites." Regrettably, the "most detrimen¬tal forms of microaggressions can be delivered by well-intentioned individuals who are unaware that they have engaged in harmful conduct toward members of a socially devalued group."Yet, when they are made aware of their behavior, most microaggressors tend to "deny that they intended to offend, believe the person of color raising the issue is 'oversensitive, ' 'paranoid, ' or has simply misinterpreted the situation." Even when acknowledging their unintentional (and usually habitual) use of microaggressions, offenders (oftentimes impulsively seeking self-defense) are more likely to trivialize, exceptionalize, or rationalize than adequately problematize it.Racial microaggressions are absolutely "acts of racism," confirmed Richard Delgado and Jean Stefancic, "consciously or unconsciously perpetrated, welling up from the assumptions about racial matters most of us absorb from the cultural heritage in which we come of age in the United States."Students of color frequently experience racial microaggressions in all kinds of school situations. Research shows that relative to other non-White students nationally, African-American students are more likely to experience them from their microaggression-ignorant teachers and school administrators than from their classmates. Accordingly, it is imperative for all educators (i.e., teachers and administrators) of Black students to intentionally develop our capacity to recognize and confront anti-Black racial microaggressions (i.e., become microaggression-informed) and to stop committing them ourselves. This book will help you do just that by focusing specifically on the unique causes, consequences, and anticatalysts of racial microaggressions being committed against African-American elementary and secondary students every day in classrooms and schools across this country.
Download or read book Microaggressions Within Higher Education written by Remya Perinchery and published by . This book was released on 2018 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the different kinds of microaggressions that students of color experienced with white faculty, including the process and outcomes of these interactions. Undergraduate students of color face fewer positive outcomes, in comparison to their white peers, such as increased attrition, lower academic self-efficacy, and feeling less connected to their campus (Tinto, 1975; Cabrera et al., 1999; Rankin & Reason, 2005). The relationship between students and faculty has been shown to have a direct impact on student's engagement on campus and their academic self-efficacy (Komarraju, Musulkin, & Battacharya, 2010), thus implying that students of color could benefit from strong relationships with faculty. However, faculty are more likely to have lower expectations of minority students, interact with these students less frequently, and depend on racial stereotypes to develop perspectives on students (e.g., Jussim & Harbor, 2005, Trujillo, 1986, Jussim, Eccles, & Madon, 1996). Participants in this study were recruited from a mid-size Midwestern university from university-based organizations and direct contact with students in various campus locations. Experiences with microaggressions were assessed through a short answer survey, in which participants were asked to recount both a negative incident and a positive incident that involved a faculty member committing or responding to a microaggression. A Grounded Theory approach was used to analyze the data. The emergent themes from this study were categorized in terms of type of incident, proximal outcomes, distal outcomes. Relationships were also examined between the events and outcomes. Participants observed that white faculty did commit microaggressions in the classroom, involving stereotyping, dismissing derogatory comments made by other students, and treating participants differently than their white peers. These microaggressions were typically not noticed by the faculty themselves, and students often did not address them with faculty due to the faculty members' power and influence on participants' grades. However, participants experienced internal cognitive and emotional reactions that led to them feeling a loss of trust and respect for their faculty and institution. Students who experienced classroom microaggressions also experienced a negative impact on their academic performance, as they were less likely to attend class, participate, and seek out the faculty member for academic help after such incidents. These students also reported some positive experiences with other faculty, such as having discussions around diversity or being encouraged to be successful. Participants who experienced such positive interactions felt a stronger connection to faculty and reported that they were motivated and cared more about their coursework. These findings suggest that the interactions between faculty and students of color have an impact on students' relationship with faculty and their academic performance, specifically when they are negative, race-related interactions such as microaggressions.
Download or read book The Relationship Between Racial Microaggressions and Academic Self Efficacy Among College Students of Color written by Melissa Glenn and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests that people of color are at-risk of facing racial microaggressions. In the context of schools, students who are recipients of microaggressions have reported either significantly improved or impaired levels of academic self-efficacy. The purpose of this study is to inform school psychologists of potential social influences of academic self-efficacy (i.e., resilience, microaggressions) and how academic self-efficacy may relate to experiencing school-related microaggressions. Specifically, this study examined whether students of color are at-risk of lower academic self-efficacy due to possible experience with microaggressions and whether perceived resilience, community involvement, or family supports moderate the relationship. Freshman students at East Carolina University in Greenville, NC were recruited to participate in this study. Participants of color neither reported significant experiences with microaggressions, nor low levels of academic self-efficacy. Overall, there were no significant differences in academic self-efficacy between White students and students of color, and both group ratings were slightly above average. In addition, students of color reported higher levels of resilience than their White counterparts. However, there were significant associations between perceived resilience and reported experiences of microaggressions. Future researchers should continue to explore influencing factors of resilience and academic self-efficacy in efforts to support college level students of color.
Download or read book Racial Climate and Institutional Support Factors Affecting Success in Predominantly White Institutions written by Michelle Denise Gilliard and published by . This book was released on 1996 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Racial Socialization and Its Moderating Effects on Microaggressions written by Jusiah L. Prowell and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to examine the relationship between racial socialization, and how it mitigates the distress caused by microaggressions. Although overt racism is no longer socially acceptable, racism still occurs in a covert form called microaggressions. Research has shown that microaggressions causes negative effects on its’ victims the same as overt racism. Also, literature has shown microaggressions in the classroom and on college campuses cause feelings of isolation and inferiority in college students. Racial socialization is the process of being immersed in one’s culture to strengthen against negative factors. The construct of racial socialization is the idea of creating cultural defenses against discrimination and racism. The target population of this study was African American students at Abilene Christian University. Participants took the Racial and Ethnic Microaggressions scale to assess their level of perceived microaggression. The Teenager Experience of Racial Socialization scale assessed their level of racial socialization. Finally, the participants took the Kessler 10 distress scale, which assessed their level of distress. The participant took the surveys through Surveymonkey. The data was analyzed using correlational methods. The results showed the frequencies of microaggressions that occurred. The top three microaggressions from each subscale were displayed. Also, the results showed no correlation between microaggressions and distress. As well as, a positive relationship between racial socialization and distress. These findings were counter to expectation. The relationship between racial socialization and microaggressions must be further examined to better understand the factors that create a positive relationship. The examination of the role perceptions of microaggressions plays in its’ effect on the victim should be examined in further studies.
