School‐based racial microaggressions and depression among Indigenous young adults

Abstract

Previous research on the risk factors for the development of mental health disorders among Indigenous Peoples in the United States suggest that experiencing prejudice is correlated with the development of psychopathology. However, the relation between school‐based prejudice, including microaggressions, and the development of depression remains unexamined. As such, the current study is an exploratory analysis among a small sample (N = 47) of age 18–25 Indigenous young adults from the American Northwest examining the predictive relation between their retrospective recall of school‐based racial microaggressions as measured by the School‐Based Racial and Ethnic Microaggressions Subscale and their current levels of depressive symptoms in adulthood as measured by the Center for Epidemiological Studies Depression Scale. There was a statistically significant predictive relation found between participant's retrospective recall of microaggressions and their current levels of depression as young adults. As such, the practice and policy implications for school‐based professionals are discussed.

Microaffirmations: Small Gestures Toward Equity and Advocacy

“…Students as young as those in middle school have expressed awareness of microaggressions from peers and teachers (Banks et al, 2020). Holter et al (2022) studied the relation between school-based microaggressions and depression in Indigenous adolescents; microaggressions can emerge in peer-to-peer conversations, teacher or faculty conversations, textbooks, and other educational materials. These everyday statements and images result in marginalized students feeling unsafe and unwelcome (Holter et al, 2022).…”

“…Holter et al (2022) studied the relation between school-based microaggressions and depression in Indigenous adolescents; microaggressions can emerge in peer-to-peer conversations, teacher or faculty conversations, textbooks, and other educational materials. These everyday statements and images result in marginalized students feeling unsafe and unwelcome (Holter et al, 2022). The way a student perceives their school environment can have a direct impact on academic achievement, classroom behavior, and social interactions (Banks et al, 2020; Steketee et al, 2021).…”

“…Further, the conscious implementation and use of microaffirmations can reduce the innate use of microaggressions (Anzani et al, 2019; Gregory & Roberts, 2017). School counselors can use data collected from student surveys (Dimmitt & Zyromski, 2020) to determine the impact of microaggressions on student achievement and well-being; this information can be used to support training for faculty and staff on implementation of microaffirmations as a tool to counteract microaggressions, contributing to a welcoming and safe classroom environment (Holter et al, 2022; Kennedy, 2019; Malone et al, 2021). Educators can utilize microaffirmations to build trust within the classroom space and establish a routine of positive interactions (Samuels et al, 2020).…”

“…Research discussing the positive impact of microaffirmations in schools (Gregory & Roberts, 2017; Holter et al, 2022; Kennedy, 2019; Malone et al, 2021; Pérez Huber et al, 2021; Samuels et al, 2020) is progressively growing; however, little to no research exists on microaffirmations from the school counseling perspective. School counselors serve as advocates and leaders in the school and are positioned to provide professional learning and consultation opportunities for the benefit of the school community (ASCA, 2019).…”

How ethnic identity affects campus experience and academic outcomes for Native American undergraduates.

“…One experience that is nearly ubiquitous in the experience that NA students face on campus is the presence of microaggressions or discrimination (Bradford, 2021;Fish et al, 2017;Mcmillan, 2020;O'Keefe & Greenfield, 2019). Microaggressions and discrimination can lead to many negative outcomes for NA students, including depression (Holter, 2020) and substance abuse (Fish et al, 2017;Greenfield, 2015). A recent study demonstrated that NA undergraduates with higher levels of EI had a greater likelihood to associate ambiguous mistreatment to racism (Delafield, 2022).…”