Explicit and Implicit Cognitive Processes Associated With Microaggression Endorsement

Abstract

Purpose Social standards that support White normativity impact communication styles and use of microaggressions that alienate minority and culturally/linguistically diverse groups. Though professionals in education and communication sciences and disorders (CSD) attempt to help students/clients navigate the world, CSD professionals focus more on nonnormativity as different, not bad, whereas mainstream education focuses on meeting normative standards—potentially impacting how preprofessional students approach and understand non-inclusive language. The purpose of this study was to gain an understanding of the prevalence of microaggression endorsement (i.e., indicating they would use a phrase, even if unaware of its potential harm) and adaptation to feedback that may promote changes in microaggressive language endorsements by preservice students in predominantly White-dominated disciplines with different approaches to nonnormativity. Method Computer mouse-tracking was used to explore explicit and implicit cognition before and after corrective feedback regarding the perception and social impact of microaggressions among 37 undergraduate preservice CSD and education majors. Results Preservice CSD undergraduates were far less likely to endorse microaggression statements, and agree with the potential harm microaggressions cause. Preservice CSD undergraduates also experienced more cognitive competition when making decisions about microaggressions, but this cognitive competition lessened after feedback. Conclusions This study of microaggressions is promising, as it demonstrates that preservice educators and CSD undergraduates are sensitive to the harm microaggressions cause, but both groups of preprofessionals may still hold some non-inclusive notions that may be damaging to colleagues, clients, and students. Fortunately, this understanding of the research suggests that awareness may be an important factor affecting change, promoting cultural competence, and providing opportunities for reflection. Supplemental Materials https://osf.io/kax8t/