1. Strengthening student-faculty- staff relationships by addressing microaggressions Tiffany Cox Kiesa Kelly Tennessee State University

2. Pre-test For each item, circle YES or NO whether the statement is a microaggression.

3. The new face of racism. From overt displays of hatred and prejudice to more subtle slights and insults, often from well-intentioned people who self-describe as “White liberals.” Sometimes under the veil of a compliment.

4. Implicit Bias Implicit bias- attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. They are involuntary and occur without an individual’s awareness or intentional control. Everyone has implicit bias…it works both positively and negatively. Human nature to associate more positive attributes to those most like you. https://implicit.harvard.edu/implicit/research/ https://www.projectimplicit.net/index.html

5. Aversive Racism The inherent contradiction that exists when the denial of personal prejudice co- exists with underlying unconscious negative feelings and beliefs. Aversive racism is often manifested as feelings of anxiety, uneasiness and microaggressions directed to people of color. No overt, intentional discriminatory acts, in fact, the person will be openly egalitarian, thus the thought that they may be prejudice is aversive to them.

6. Microaggressions http://www.pbs.org/newshour/updates/what-is-a-microaggression/ “…the slights, indignities, putdowns, and insults that people of color experience in their everyday interactions with people.” - Derald Sue, Columbia University noun1. (dictionary.com) a subtle but offensive comment or action directed at a minority or other nondominant group that is often unintentional or unconsciously reinforces a stereotype: microaggressions such as "I don't see you as black.".

7. Microinsult Verbal and nonverbal communications that subtly convey rudeness and insensitivity and demean a person’s gender, racial heritage or identity. Ex:asking a person of color how they got their job, implying that they couldn’t be qualified; Telling a person of color that they are very articulate; Touching the hair of a person of color; Clutching purses when a black man approaches

8. Microinvalidation Communications that subtly exclude, negate or nullify the thoughts, feelings or experiential reality of a person of color. Ex:Asking a Asian American where they were born, conveying that they are foreigners in their own land; Statements such as “I don’t see color”, or “I never see you as a black person.”

9. The Dynamics Microaggression occurs Discrimination or Overly Sensitive? Confront Internalize Uncertainty, confusion, anger, energy drain

10. The Consequences mental health (stress, insomnia, anger, anxiety i.e. battle fatigue) lower work productivity (attendance problems & turnover) low retention rates of minority students Inadequate healthcare for minorities hostile and invalidating work or campus climates physical health problems (ulcers, headaches, elevated blood pressure)

11. Draw a line connecting the statements in the 1 st column with all possible interpretations from the 2 nd column. How could these be interpreted as a “put down?”

12. Microaggressions in the Classroom Examples, Impacts, Actions

13. Racial Microaggressions: Comments that Sting— The Ney York Times https://www.youtube.com/watch?v=_85JVcniE_M

14. Microaggressions in the Classroom (Sue, 2009) Offensive lecture content; lack of diversity in content Classroom participation Stereotyping in advising about courses Lack of diverse faculty

15. I have had stereotypes made about me in the classroom because of my race 51% I have had my contributions minimized in the classroom because of my race 27% I have been made to feel the way I speak is inferior in the classroom beacuse of my race 27% I have experienced not being taken seriously in my classes because of my race. 25% Microaggressions in Education Harwood, Huntt, & Mendenhall (2012) http://www.racialmicroaggressions.illinois.edu/files/2015/03/RMA-Classroom-Report.pdf

16. When I raise my hand, I am often not called upon. After a while, I found myself refraining from asking questions. (African American, Male) The discussion was about terrorism and I was insulted because many people associate all people of my race as terrorists. The actions of a few have caused problems for all members of my race. (Multiracial, Male) In an online class, classmates spent a lot of time trying to convince me that ‘the N-word’ was once an OK word to use and not an insult… I tried to explain that it was always insulting and that African Americans had no power to express their anger. It was very frustrating that they could not hear my point of view and really wanted me to be OK with this. The instructor did not get involved in the conversation. (African American, Female)

17. COPING STRATEGIES: HOW STUDENTS RESPOND TO INCIDENCES RELATED TO RACE ON CAMPUS (Harwood et al. 2015). % YES Assumed that the person(s) were ignorant83% Dismissed or ignored the incident73% Decided to pick my battles (when to verbally respond)42% Tried to dispel racial stereotypes32% Blamed the media33% Built a support network of friends/allies/supporters33% Responded verbally to the person33% Relied on my faith or religious beliefs27% Got involved in campus activities22% Took on leadership roles in student organizations19% Used the cultural centers13% Made use of campus resources10% Thought about leaving the university8% Cried about the incident8% Responded physically to the person4%

18. What can faculty do when microaggressions occur in the classroom?

19. White professors are often afraid to speak up. Following conflict between a Black and White female pertaining to White privilege, the professor responded: As a White male professor, I felt overwhelmed with anxiety and paralyzed. I was fearful about losing control of the classroom dynamics and didn’t know what to do. Finally, I told everyone to calm down, not to let their emotions interfere with their learning, and to respect one another. After classmates began consoling the crying student, I suggested that we table the discussion and go on to another topic (adapted from Sue, 2010).

20. What’s the consequence of silence? (Sue, 2014) Student of color are: Experiencing a denial and invalidation of their racial realities Frustrated that their White counterparts are so unaware of their biases and privileges Angry and fed up with what they see as White denial and a “conspiracy of silence.” Creates an oppressive environment for students of color who learn that White students/professors control the racial dialogue—when there is silence, the dominant White culture prevails Other concerns Can lead to hardening of racially biased views Teaches students to avoid race topics

21. Why is it hard for White professors to engage in “Race Talk”? ~50% of White people don’t recognize racial microaggressions (pre-test?) Trained to talk about ideas not emotions May appear impolite Creates a threatening environment —don’t want complaints going to the Department Chair… Conspiracy of silence and color blindness We have a Black president! We’re a post-racial society. Denying color is a denial of difference is a denial of privilege/racism.

22. So, what can faculty do? Helpful Strategies for Instructors: (Sue et al., 2009) Use a direct approach in managing the discussion Model comfort in addressing race and racism Validate feelings of the participants in class Be willing to accept a different racial reality

23. What can we do individually? Constant vigilance Experiential reality – get to know others Don’t be defensive Open to discussion Be an ally

24. What can we do organizationally? Organizationally, examine who sits in power within your organization. Power = the ability to influence rules, priorities, frames of reference. Use influence to be inclusive of different people through hiring, recruitment.

25. What can we do institutionally? Institutionally, take responsibility for addressingthe “isms” head on, intentionally, actively and in deeply committed cross-cultural partnerships. This will require top down commitment to embed inclusivity into the fabric of an institution. Friendly policies, recognizing and incentivizing efforts at inclusiveness, diversity and inclusion as a metric for evaluation, etc.

26. Going back to your handout, choose 4 statements to rewrite so that they no longer have a hidden or negative message. Next, answer the questions on your handout.

27. Post-test Can you identify all the microaggressions from the pre-test? Will you speak up?

28. Resources Sue, Derald W. (2010). Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. Hoboken: Wiley. Sue, Derald W. Microaggressions in the Classroom: Manifestation, Dynamics, and Impact https://www.youtube.com/watch?v=sW3tFpThHzI Sue, Derald W. Race Talk in the Classroom: The Psychology of Racial Dialogues https://www.youtube.com/watch?v=4pZy7JaO3FE