Microaggressions in Higher Education: Embracing Educative Spaces

Young, Kathryn; Anderson, Myron R.

doi:10.1002/9781119466642.ch18

Cited by 3 publications

(1 citation statement)

References 18 publications

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“…They can engage task forces to closely examine interactional patterns between different groups and institutional policies and procedures that reinforce, inadvertently or purposefully, social exclusion, like the work being done at the University of Michigan (Jean-Marie & Lloyd- Jones, 2011;Sanchez-Parkinson, Grim, Chavous, & Ting, 2018). They can further work to reduce HMI by creating proactive and reactive educative spaces that transform policies, processes, programs, and value systems (Young & Anderson, 2018). Ford (2011) reminds us:…”

Section: Discussionmentioning

confidence: 99%

Microaggressive Hierarchical Intersectionalities

Young

Anderson

2021

MUJ

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This article uses methods from narrative analysis to consider how the macro-level experiences of racism and sexism appear in micro-level small stories about hierarchical microaggressive intersectionalities (HMI) in higher education. Small stories shared by university faculty and administrators reveal that microaggressions were simultaneously experienced along the lines of race, gender and role in the institution. Themes emerge that link deprofessionalization, invisibility, and fatigue to these small stories. On a nuanced level, the narratives in this paper demonstrate how broader societal notions of women’s and women of color’s roles in institutions translate into a negative campus climate for those who experience HMI.

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Section: Discussionmentioning

confidence: 99%

Microaggressive Hierarchical Intersectionalities

Young

Anderson

2021

MUJ

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Context Matters: Differential Effects of Discrimination by Environmental Context on Depressive Symptoms Among College Students of Color

et al. 2021

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Black and Brown Women Fostering Authentic Activism in Counseling Programs Amid Social Unrest

Willis

Jagasia

Robinson-Perez

2021

Black and Brown Leadership and the Promotion of Change in an Era of Social Unrest

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The COVID-19 pandemic, racial injustice, and civil unrest of 2020 disproportionately impacted Black and Brown communities jolting “progressive” academic systems and exposing inherent inequities. Such inequality warrants authentic activism to promote social awareness and facilitate a culture of collaboration, respect, and inclusivity. This chapter centers on three early-career Black and Brown women leaders associated with counseling programs who voice their positionality statements, experiences, and views to align with relevant theoretical concepts. Black feminism, postcolonial feminism, and critical race theory pedagogies serve as the authors' foundation, highlighting race, culture, gender, and intersectionality to unmask cultural oppression in higher education. Committed to their lives' work as academics, researchers, and mental health practitioners, the authors assume substantial professional responsibilities and engage in emotional labor adopting a sense of family and mothering to support students. Finally, the authors provide suggestions to undo injustices during turbulent times.

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Microaggressions in Higher Education: Embracing Educative Spaces

Cited by 3 publications

References 18 publications

Microaggressive Hierarchical Intersectionalities

Microaggressive Hierarchical Intersectionalities

Context Matters: Differential Effects of Discrimination by Environmental Context on Depressive Symptoms Among College Students of Color

Black and Brown Women Fostering Authentic Activism in Counseling Programs Amid Social Unrest

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