The relationship of microaggressions with alcohol use and anxiety among ethnic minority college students in a historically White institution.

Blume, Arthur W.; Lovato, Laura V.; Thyken, Bryan N.; Denny, Natasha

doi:10.1037/a0025457

Cited by 191 publications

(138 citation statements)

References 47 publications

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“…Findings of this study support the concurrent and intersecting experience of multiple aspects of identity (e.g., race, gender, class, sexuality). Elements of participants' experiences support prior research indicating that Black college students are having to navigate the construction of multiple identities (Cole & Jacob Arriola, 2007) and that friction is occurring between the identities of 'student' 'at Predominately White institution', 'Black', 'female' (Blume et al, 2012;Durkee & Williams, 2013;Thompson et al, 2010;Winkle-Wagner, 2009). The perception of one's self as different did appear to play a role in the salience of racial identity (Jones & McEwen, 2000), with several participants making statements indicating that their understanding of an aspect of their racial identity changed after arriving at the University and realizing they were different from the majority.…”

Section: Chapter 5: Discussionsupporting

confidence: 58%

“…Black female students are experiencing negative emotional and physical consequences of these experiences (Armstead, Hebert, Griffin, & Prince, 2013;Blume et al, 2012;Gomes et al, 2009;Prelow et al, 2006;Williams & Nichols, 2012). These aspects of Black women's experiences may factor into the relationally aggressive experiences of Black female college students, but have not previously been addressed in this area of research.…”

mentioning

confidence: 96%

“…Additionally, higher levels of exposure to discrimination and stress were among the theoretical explanations used for higher resting blood pressure and body mass index for darker skinned African American college women (Armstead et al, 2013). And experiences of racial microaggressions have been found to increase levels of anxiety and alcohol use (Blume et al, 2012). Collectively, empirical research on Black female undergraduates suggests their experience of college in Predominantly White institutions may be influenced by a combination of intersecting social identities (Black, female, young adult) in the context of a unique set of stressors that may create challenges not experience by male students or students from other racial/ethnic backgrounds.…”

Section: Identity Formation and Experiences Of Black Women At Pwismentioning

confidence: 99%

“…Black students attending Predominately White Institutions experience unique stressors such as the accusation of "Acting White" (Durkee & Williams, 2013;Murray, Neal-Barnett, Demmings, & Stadulis, 2012;Thompson et al, 2010), racial microaggressions (Blume, Lovato, Thyken, & Denny, 2012;Sue, Capodilupo, & Holder, 2008;Williams & Nichols, 2012), and negotiating the development of multiple identities (Cole & Jacob Arriola, 2007). Black female students are experiencing negative emotional and physical consequences of these experiences (Armstead, Hebert, Griffin, & Prince, 2013;Blume et al, 2012;Gomes et al, 2009;Prelow et al, 2006;Williams & Nichols, 2012).…”

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confidence: 99%

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Relational Aggression among Female African American Undergraduates: An Intersectional Perspective

Ragsdale

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Limited scholarship has focused on the relationally aggressive experiences of women of color and additional information is needed about experiences of relational aggression within college environments. The goals of this study were to discover the experiences of relationally aggressive behaviors experienced by Black female college students, to determine if there were instances of racialized content within relationally aggressive experiences, to examine if the experiences of these women were captured by the existing paradigm on relational aggression among women, and to determine if there is a need for new theorizing on relational aggression that integrates an intersectional perspective. Data collection methods included focus groups and interviews. Data was analyzed using qualitative methods, including Narrative Inquiry (Polkinghorne, 1995) andThe Listening Method (Brown & Gilligan, 1993).Relationally aggressive experiences were occurring for the women in this study and being perceived as harmful. Women were experiencing gossip and exclusion from the Black University community and academic and social exclusion from White students. Racially specific relationally aggressive content such as accusations of "acting White" and stereotypes such as the "angry Black woman" and "strong Black woman" played a role in relationally aggressive experiences. Additional factors such as year in school and small Black community size were also influential.The existing paradigm of relationally aggressive experiences sufficiently addressed behaviors and relationships in which aggression was experienced, but failed to account for race specific content and contexts of experience. Experience of multiple social identities concurrently and the influence of these identities on each other and on experiences of relationally aggressive behaviors lend support for a need for the integration of an intersectional perspective in future relational aggression research. This study contributes to a growing body of knowledge on the relationally aggressive experiences of college women. It extends the body of work considering the role of race in relational aggression, and evaluates the need for an intersectional perspective in relational aggression research. Understanding of the experiences discussed in this survey could prove useful for researchers, student affairs professionals, mental health care providers, and Black female undergraduates. This work is dedicated to my family and God, without whom I never could have come this far.v

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Section: Chapter 5: Discussionsupporting

confidence: 58%

mentioning

confidence: 96%

Section: Identity Formation and Experiences Of Black Women At Pwismentioning

confidence: 99%

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confidence: 99%

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Relational Aggression among Female African American Undergraduates: An Intersectional Perspective

Ragsdale

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“…To be sure, there is scholarship exploring connections among constructs associated with fairness and wellness, such as Fiske's (2011) work on envy and scorn and their deleterious repercussions for the envious, the envied, the scornful, and the scorned; Miller's (2001) work on injustice and disrespect and their negative impact on self-image; research on microaggressions and their impact on mental health (Blume, Lovato, Thyken, & Denny, 2012;Torres, Driscoll, & Burrow, 2010); and effects of discrimination on stress (Fuller-Rowell, Evans, & Ong, 2012;Lee & Ahn, 2012;Pascoe & Smart Richman, 2009); or child abuse, an obvious form of injustice with multiple negative psychological outcomes (Prilleltensky, Nelson, & Peirson, 2001a); but in my view, we need to establish a more clear line of research and action dealing specifically with the complex relationship among various domains of wellness and diverse types of fairness. I want to make this case by defining wellness and its many facets, fairness, and its various types; by discussing the presumed connections among the two constructs; and by proposing next steps.…”

Section: Introductionmentioning

confidence: 99%

Wellness without fairness: The missing link in psychology

Prilleltensky

2013

South African Journal of Psychology

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To promote human welfare, psychologists must advance two important goals: wellness and fairness. Hitherto, research on wellness or well-being has discovered connections among overall satisfaction with life and important facets of life, such as relationships, income, and physical health, but the connections among various types of wellness and specific aspects of fairness remain obscure. Research on justice in psychology, in turn, has focused largely on the impact of distributive, procedural, and interactional justice on job performance and not so much on wellness outcomes. I argue that psychologists must explore in depth the association among various types of wellness, such as interpersonal, occupational, physical, and psychological, and diverse kinds of fairness, such as distributive, procedural, interpersonal, cultural, developmental, retributive, and intrapersonal. The pursuit of wellness without fairness will not yield the outcomes individuals and communities need. We must make more explicit the relationship between justice or injustice and flourishing in life.

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