1. Microaggression & Diversity
Jordan Ricci
Lynchburg College

2. Outline Background Research Present Research Statistics
Results & Discussion
Outline

3. What is a Microaggression?
“brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color.”
(Sue, Capodilupo, Torino, Bucceri, Holder, Nadal, & Esquilin, 2007)

4. Microaggressions in Reverse

5. What is a Microaggression?
“brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color.”
Levels of a Microaggression
Microinsult
Microassault
Microinvalidation
Negative effects of Microaggressions
The Clash of Racial Realities
The Invisibility of Unintentional Bias
The Perceived Minimal Harm
The Catch-22 of Responding
Sue, Capodilupo, Torino, Bucceri, Holder, Nadal, & Esquilin, 2007)

6. White Privilege in connection to Microaggressions
Garriott et al. (2016) performed research surrounding white guilt and an individual’s awareness of white privilege.
Examined effectiveness of education via different modes
Entertainment was most effective
Meditation on white privilege also had an effect

7. Connecting Sexuality to Racial Affects
On Sexuality
Kleimen, Spanierman, & Smith (2015) - examined the influence of being a sexual minority and the impact it had on a person’s racial attitudes and empathy.
Examined the recognition of privilege in gay and straight, white men
Being of the sexual minority can have an effect on privilege
If you are more open with your sexual orientation, you may have more racial affects

8. Present Research
The second goal is to compare LC and VCU on Microaggressions (CoBRAS).
The first goal of this experiment was to determine whether heterosexual (Heterosexual Privilege Scale) and white privilege (WPAS) predict the recognition and use of microaggressions (CoBRAS).
2) the diversity level of a campus may play a role in the campus climate and use of microaggressions by members of the student population which were of the majority.

9. Scales White Privilege Scale (WPS) The Heterosexism Scale
The Psychosocial Costs of Racism to Whites Scale (PCRW)
The Color-Blind Racial Attitudes Scale (CoBRAS).

10. Microaggressions & Diversity
Statistics

11. Institution N Lynchburg College 104 VCU 54
Institution N
Lynchburg College
VCU
Total Survey administered: 221
Omitted 63 due to incomplete surveys

12. Diversity Percentages
Diversity Percentages
See notes for table
Figure 1. Non-white vs. White Participants
from LC
Figure 2. Non-white vs. White Participants
from VCU

13. Diversity Percentages
Diversity Percentages
See notes for table
Figure 1. Herterosexual vs. Non-heterosexual Participants from LC
Figure 2. Herterosexual vs. Non-heterosexual Participants from VCU

14. Microaggressions & Diversity
Results & Discussion

15. Independent Samples t-test Results
Additionally talk about subscales

16. Multiple Regressions Results
β = .34
β = -.83
Figure 1. Color-Blind Racial Attitudes Scale (CoBRAS) Average Score as a function of Heterosexism Scale Average Score
Place both scatter plots with lines indicating direction
Figure 2. Color-Blind Racial Attitudes Scale (CoBRAS) Average Score as a function of White Privilege Attitude Scale (WPAS) Average Score

17. Conclusions
Significant differences were shown in the comparison of the means of the scores for the different institutions
VCU was more aware of white privilege based on WPAS & PCRW scale Scores
VCU scored lower on the COBRAS
Higher score on privilege scales predict lower score in awareness of racial microaggressions
Sumeray of everything that I have previously discussed

18. Implications

19. Strengths & Limitations
Valid Scales
Large participation group
Limitations
Questions were grouped according to factor loading
Unequal variance

20. Future Directions
Institutions should examine the effectiveness of their diversity programming
Combine awareness of racial tension with heterosexual privilege awareness
Development of scales that assess specific microaggression surrounding LGBTQ & racial issues

21. References
Garriott, P., Reiter, S., & Brownfield, J. (2016). Testing the efficacy of brief multicultural education interventions in white college students. Journal of Diversity in Higher Education, 9(2), doi: /a
Goodrich, K. M., Selig, J. P., & Crofts, G. (2014). An Examination of the Heterosexism Scale. Journal of Homosexuality, 61(10), doi: /
Kleiman, S., Spanierman, L. B., & Smith, N. G. (2015). Translating oppression: Understanding how sexual minority status is associated with White men’s racial attitudes. Psychology of Men & Masculinity, 16(4), doi: /a
Kordesh, K. S., Spanierman, L. B., & Neville, H. A. (2013). White university students' racial affect: Understanding the antiracist type. Journal of Diversity in Higher Education, 6(1), doi: /a
Neville, H. A., Lilly, R. L., Duran, G., Lee, R. M., & Browne, L. (2000). Construction and initial validation of the Color-Blind Racial Attitudes Scale (CoBRAS). Journal of Counseling Psychology, 47(1), doi: //
Pinterits, E. J., Poteat, V. P., & Spanierman, L. B. (2009). The White Privilege Attitudes Scale: Development and initial validation. Journal of Counseling Psychology, 56(3), doi: /a
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), doi: / x

22. Questions Jordan Ricci - Lynchburg College
Jordan Ricci - Lynchburg College