1. Examining MicroAggressions In Higher education

2. Microaggressions: Defining Terms Introductions: JM and KH KH
We will discuss the most common examples.

3. Defining Terms
Microaggression: “brief, everyday exchanges that send denigrating messages to certain individuals because of their group membership” – Dr Sue, Columbia University KH
We will discuss the most common examples.

4. Using coded language: “those kinds of students” “that type of group…”
“i hate saying it, but... “ KH

5. Today’s Plan:
Discuss microaggressions common to institutions of higher education
Examine the socio-historical context from which they arise.
Explain why people can’t “just get over it”/ its impacts on experiences at the university KH

6. Common examples of microaggressions, by type

7. Types of Microaggressions
Citation: D.W. Sue et al, “Racial microaggressions in every day life”
Types of Microaggressions
Microassaults: obvious slight that causes harm through discriminatory behavior
Microinsults: microaggressions disguised as complements
Microinvalidation: underminding (gas-lighting) the experience of people from historically marginalized communities
In this behavior, there is usually an explicit racial derogations characterized primarily by a violent verbal or non-verbal attack meant to hurt the intended victim through name-calling, avoidant behavior or purposeful discriminatory actions.
-not wanting to serve a table bc “they” don’t tip
-We need to show that we are not a threat- raising hands when pulled over

8. What do [X group of people] think about [specific topic]?
“ …every time we started talking about slavery everybody would turn around and look at me…” KH

9. Calling on (or validating) white male students more often.
(add citations about this) KH

10. Using offensive or exclusive language
“illegals”
“transsexual”
“aliens”
“Negro” or “colored”
“bring your girlfriend/boyfriend”
“little girl”
Offensive and exclusive language is hurtful:
**Crippling and hurtful terms
**Terms that try to be more neutral

11. Types of Microaggressions
Citation: D.W. Sue et al, “Racial microaggressions in every day life”
Types of Microaggressions
Microassaults: obvious slight that causes harm through discriminatory behavior
Microinsults: microaggressions disguised as complements
Microinvalidation: underminding (gas-lighting) the experience of people from historically marginalized communities
These are comments or behavior that convey rudeness, insensitivity and demean a person’s racial heritage or identity.
Those making the remarks believe they are giving complements or being friendly.

12. “She is really smart.” “She knows what she is talking about.”
“You’re so articulate.”
“You talk white.” KH
Lower evaluations scores for female faculty, generally.

13. “Are you the custodian?”
Throughout campus.
Getting stopped by campus security without cause.
“Do you work for Sodexo?”
“Are you the custodian?”
“Do you play football?”
*Getting stopped by campus security: “Suspicious” activity—Just making sure they keep a safe environment
*Getting a raised because they think you have two jobs-
*Trying to make conversation so person is asked if they are custodian– Give message that people in that community in this building/area are generally custodians.
*Either, do you play football, if not, what sport do you play?

14. Types of Microaggressions
Citation: D.W. Sue et al, “Racial microaggressions in every day life”
Types of Microaggressions
Microassaults: obvious slight that causes harm through discriminatory behavior
Microinsults: microaggressions disguised as complements
Microinvalidation: underminding (gas-lighting) the experience of people from historically marginalized communities
Verbal comments or behaviors that exclude, negate, or nullify the psychological thoughts, feelings, or experiential reality of a person of color.

15. Where are you really from?
Throughout campus.
Where are you really from?
You Tube Comedy KH

16. Assigning people nicknames.
Joking about being unable to pronounce a student’s name/ not learning how to say people’s names.
Using people’s “dead names” or misgendering students.
Assigning people nicknames. KH

17. Interrupting people from marginalized groups.
In meetings with colleagues.
Interrupting people from marginalized groups.
Repeating someone else’s claim as if it was your own. KH
Treating person as second class citizen
Assumption of criminal status- I see trouble

18. What have you seen/heard/experienced?
Work in pairs and brainstorm a list. JM

19. Why are these harmful?

20. Socio-Historical contexts matters
Lets break these examples down.
What are the hidden assumptions rooted in the comments?
What are the historical roots that gave rise to these ideas? KH

21. Example 1: Where are you really from?
What are the hidden assumptions rooted in the comments?
What are the historical roots that gave rise to these ideas?
Where are you really from? KH

22. Example 2: What sport do you play?
What are the hidden assumptions rooted in the comments?
What are the historical roots that gave rise to these ideas?
What sport do you play?
Microinsult:
Hidden assumptions: Student/staff/faculty can’t be here if they don’t play a sport (only good at sports, not as smart as anyone else, etc)
Institutions of Higher Education where built for someone else, there’s many different experiences African Americans have experience to limit their experience to education

23. Example 3: What do black people think about slavery?
What are the hidden assumptions rooted in the comments?
What are the historical roots that gave rise to these ideas?
What do black people think about slavery?

24. Which additional examples do you want to interrogate further?KH

25. Impact of Microaggressions on Broader Society
Reinforce and reflect stereotypes (single stories)
Recreate power divisions (circulation of knowledge/discourse) KH

26. Why can’t “they just get over it”

27. Why can’t “they just get over it”
It was a joke.
I was being friendly.
I want to show my knowledge of XX topic/culture, etc. JM
*For many, it is very constant and tiring (video of mosquito bites)
*Feeling that they have to always be teaching and educating (others don’t), as faculty, need to call it when they see it or hearing it
*Giving major projects or assignments during cultural holidays (students not feeling that they are appreciated or valued—don’t do that for US holidays)
*Faculty responsible to classroom climate

28. How do you think microaggressions affect students?
Think, Pair, Share JM

29. How do microaggressions affect individuals?
Emotional Consequences
Reinforce “stereotype threat”.
Reinforce “imposter syndrome”
Increasing feelings of ostracism, invalidation.
Health Consequences:
Higher blood pressure, heart disease, other stress related illness
Academic Consequences:
Reduction in academic performance
JM and KH

30. They’re Like Mosquito Bites

31. How do microaggressions affect our campus?
Lower retention rates – students, faculty, and staff
Barrier to recruitment – students and faculty
KH JM

32. Mitigating microaggressions will help UI achieve its strategic plan goals.
Innovate
Engage
Transform
Cultivate
JM KH
*Feeling that they have to always be teaching and educating (others don’t), as faculty, need to call it when they see it or hearing it
*Giving major projects or assignments during cultural holidays (students not feeling that they are appreciated or valued—don’t do that for US holidays)
*Faculty responsible to classroom climate
**Don’t make assumptions, get to know your students and colleagues

33. Resources
Reference books listed in reference page.

34. Questions and concerns?