Young Leaders Navigate Racial Microaggressions: Resources and Barriers in Urban Communities

Jackson, Margo A.; Holland, Yolanda J.; Dillon, Gary L.; Regis, Allyson

doi:10.1037/e611452013-001

PsycEXTRA Dataset 2013

DOI: 10.1037/e611452013-001

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Young Leaders Navigate Racial Microaggressions: Resources and Barriers in Urban Communities

Margo A. Jackson¹,

Yolanda J. Holland²,

Gary L. Dillon³

et al.

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2023

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“…As a first step toward developing interventions for targets of microaggressions (as well as allies and bystanders), Sue et al (2019) recommend "make the invisible visible" (p. 128). The foundational taxonomy generated by Sue et al (2007) is one helpful psychoeducational tool that has been used to help BIPOC name their racial microaggression experiences and analyze underlying stereotyped messages (Jackson, 2020). In the present study, this foundational psychoeducational taxonomy was used exclusively with a focus group of college-educated BIPOC to prompt explorations of their lived experiences with racial microaggressions, and extend to healing.…”

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Psychoeducational and healing experiences with microaggressions of college-educated Black and Indigenous people of color.

Wong¹,

Jackson²

2023

Qualitative Psychology

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This study examined personal experiences of coming to understand and heal from racial/ethnic microaggressions (often unintentional yet harmful communications that demean, stereotype, or discriminate against Black and Indigenous people of color [BIPOC]), with a focus group of 14 college-educated BIPOC, ages 19-31. This study utilized Sue et al.'s (2007) racial microaggression taxonomy. Considering psychoeducational prompts, participants named microaggressions they had encountered, explored defining and interpreting underlying myths, and considered the meaning and means by which they engaged in healing. Generic qualitative inquiry and theoretical data analysis methods were used to analyze videorecorded data from a theoretically aligned framework of critical consciousness pedagogy, constructivist, and indigenous research paradigms. Two sets of themes emerged. First, psychoeducational explorations to understand microaggression experiences yielded four major themes (and 10 subthemes): responses to perceptions of the taxonomy (validation, elicited nuances); impacts of sharing (reassessing experience, dismantling underlying myths and messages, noting consequences as lessons); impact of focus group exploration (group validation, group contributions); and critical consciousness reflections ( awareness of systems of oppression, surfaced internalizations, generational lens for action). Second, healing responses yielded two major themes (and eight subthemes): motivation for social justice critical action to address microaggressions (social justice advocacy, generational advocacy) and intentional release of and from microaggressions (challenging & confronting, music, venting, social media, revenge in proving wrong, indulging in shared cultural connections). These findings have clinical, theoretical, and methodological implications for processing microaggressions in the lives of BIPOC in a psychoeducational focus group exploring and facilitating healing.

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confidence: 99%

Psychoeducational and healing experiences with microaggressions of college-educated Black and Indigenous people of color.

Wong¹,

Jackson²

2023

Qualitative Psychology

Self Cite

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Young Leaders Navigate Racial Microaggressions: Resources and Barriers in Urban Communities

Cited by 1 publication

References 0 publications

Psychoeducational and healing experiences with microaggressions of college-educated Black and Indigenous people of color.

Psychoeducational and healing experiences with microaggressions of college-educated Black and Indigenous people of color.

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