Teaching social workers about microaggressions to enhance understanding of subtle racism

Fisher, Alex; Moore, Debra J.; Simmons, Chris; Allen, Susan C.

doi:10.1080/10911359.2017.1289877

Cited by 17 publications

(6 citation statements)

References 22 publications

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“…Four studies included data from middle and low-income countries (Ezedinachi et al., 2002 ; Geibel et al., 2017 ; Potts et al., 2022 ; Uys et al., 2009 ) In terms of participants, 24 studies focused on healthcare students, be that nursing or medicine, describing programs added to teaching curriculums at universities (Allen et al., 2013 ; Bakshi et al., 2015 ; Boutain, 2008 ; Burdett et al., 2010 ; Crawford et al., 2017 ; DallaPiazza et al., 2018 ; DeLashmutt & Rankin, 2005 ; Dharamsi et al., 2010 ; Gonzalez et al., 2015 , 2020 ; İnan et al., 2019 ; Jones, 2000 ; Jindal et al., 2022 ; Lax et al., 2019 ; Mason & Miller, 2006 ; McAllister, 2008 ; O Carroll & O’Reilly, 2019 ; Potts et al., 2022 ; Shah et al., 2014 ; Sheely-Moore & Kooyman, 2011 ; Tucker et al., 2020 ; Üstün & İnan, 2018 ; Wagaman et al., 2019 ; Werkmeister Rozas & Garran, 2016 ). A small proportion of studies focused on participants with work experience, such as therapists or specialist mental healthcare staff (Ezedinachi et al., 2002 ; Fisher et al., 2017 ; Fisher-Borne, 2009 ; Flatt-Fultz & Phillips, 2012 ; Knaak, 2018 ; Li et al., 2015 , 2013 ; Nelson et al., 2015 ; Sherman et al., 2019 ; Sukhera et al., 2020 ; White-Davis et al., 2018 ; Zäske et al., 2014 ).…”

Section: Resultsmentioning

confidence: 99%

Anti-stigma advocacy for health professionals: a systematic review

Guerrero

Iruretagoyena

Parry

et al. 2023

Journal of Mental Health

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Background Many anti-stigma programs for healthcare workers already exist however there is less research on the effectiveness of training in skills for health professionals to counter stigma and its impacts on patients. Aims The objective of this study was to examine the theory base, content, delivery, and outcomes of interventions for healthcare professionals which aim to equip them with knowledge and skills to aid patients to mitigate stigma and discrimination and their health impacts. Methods Five electronic databases and grey literature were searched. Data were screened by two independent reviewers, conflicts were discussed. Quality appraisal was realized using the ICROMS tool. A narrative synthesis was carried out. Results The final number of studies was 41. In terms of theory base, there are three strands - responsibility as part of the professional role, correction of wrongful practices, and collaboration with local communities. Content focusses either on specific groups experiencing health-related stigma or health advocacy in general. Conclusions Findings suggest programs should link definitions of stigma to the role of the professional. They should be developed following a situational analysis and include people with lived experience. Training should use interactive delivery methods. Evaluation should include follow-up times that allow examination of behavioural change. PROSPERO, ID: CRD42020212527

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Section: Resultsmentioning

confidence: 99%

Anti-stigma advocacy for health professionals: a systematic review

Guerrero

Iruretagoyena

Parry

et al. 2023

Journal of Mental Health

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“…Future studies with larger numbers of participants may also provide a greater argument for why PTSS and PPTTG cannot be gainsaid; together, they provide a critical theoretical framework for addressing the invisibility of Black voices. Social Justice Race work scholars (i.e., Fisher et al, 2017;Hall & Crutchfield, 2018;Ortega-Williams et al, 2019) call for justice frameworks to respond to historical traumas and colorist microaggressions. As such, PTSS must become part of the larger DSM discussion.…”

Section: Discussionmentioning

confidence: 99%

Next Wave of Post Traumatic Slave Syndrome Survivors

Rodgers

2021

ASW

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This study seeks to deepen our understanding of the survival adaptive behaviors, particularly features of Post Traumatic Slave Syndrome (PTSS), identified by Black women professionals who exist at the margins in academia and society. To date, exploration of posttraumatic growth has not been researched concomitantly with PTSS. By examining these variables collectively, this study’s model provides an original contribution to a growing but insufficient literature on Black women professionals who endure institutional racism. Using the Listening Guide, this study presents data from seven (7) Black women professionals in higher education. The study finds interviewees adopt Angry Black Women and Strong Black Woman schema, and PTSS features as a survival strategy stemming from gender discrimination rooted in proximity to Whiteness and habitual attacks on their professional acumen. Congruently, learnings revealed (1) Identity and Positionality, (2) Generational [In]visibility, (3), Professional Rage Located, and (4) Voices of PPTTG—Prayers, People, Trials, Tribulations and God. Dismantling White Supremacy must center Black women's survival herstories and healing at the intersection of anti-Black racism and hidden systematic policies. Practice models that nuance PTSS trauma-informed assessments, the addition of PTSS to the DSM, and widely accepted African-centered paradigms are essential for this wave of race work

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“…Terms and concepts (i.e., microaggressions, racism, privilege) should be defined early, and visual representations are encouraged. For example, Fisher et al (2017) discussed a workshop in which the term “stereotypes” was given a visual elaboration in a role-playing exercise in which a person of color performed daily activities while a few participants who were named after stereotypes (e.g., single mother, impoverished) followed close behind them. Whether through role-play, video, or other media, these representations may help students understand these concepts and how they apply to everyday life.…”

Section: Prevention Strategiesmentioning

confidence: 99%

“…Whether through role-play, video, or other media, these representations may help students understand these concepts and how they apply to everyday life. Training may also include discussing students' reactions to microaggressions or suggestions for bystander interventions (Fisher et al, 2017). It may be beneficial to end the discussion with students' feelings about the class material and for teachers to facilitate healthy interpersonal communication skills (Ortega et al, 2018).…”

Section: Question Cultural Generalizationsmentioning

confidence: 99%

Racial and Language Microaggressions in the School Ecology

Steketee

Williams

Valencia

et al. 2021

Perspect Psychol Sci

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The growth trajectory of ethnically and linguistically diverse individuals in the United States, particularly for youth, compels the education system to have urgent awareness of how diverse aspects of culture (e.g., Spanish-speaking, Black Latina student) are implicated in outcomes in American school systems. Students spend a significant amount of time in the school ecology, and this experience plays an important role in their well-being. Diverse ethnic, racial, and linguistic students face significant challenges and are placed at considerable risk by long-observed structural inequities evidenced in society and schools. Teachers must develop the capacity to be culturally sensitive, provide culturally responsive pedagogy, and regularly self-assess for biases implicated in positive academic outcomes for students in kindergarten through Grade 12. Research and practice have suggested that racism and discrimination in the form of racial microaggressions are observed daily in schools and classrooms. This article provides an overview of racial microaggressions in the school context and their damaging effects on students. We provide specific examples of microaggressions that may be observed in the U.S. classroom environment and how schools can serve as a positive intervention point to ameliorate racism, discrimination, and racial and language microaggressions. This comprehensive approach blends theory with practice to support the continued development of cultural humility, culturally sustaining pedagogy, and an equity-responsive climate.

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Teaching social workers about microaggressions to enhance understanding of subtle racism

Cited by 17 publications

References 22 publications

Anti-stigma advocacy for health professionals: a systematic review

Anti-stigma advocacy for health professionals: a systematic review

Next Wave of Post Traumatic Slave Syndrome Survivors

Racial and Language Microaggressions in the School Ecology

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