Undergraduate/Graduate Category: Health Sciences Degree Level ...
Undergraduate/Graduate Category: Health Sciences Degree Level: Undergraduate/Master/PhD Abstract ID# 724
Microaggressions Towards Highly Educated Black Men Elda Zeko-Underwood, Divya Mohan, Shelly-Ann Collins, Amanda Weber Sponsor: Dr. Tracy Robinson-Wood
INTRODUCTION
RESULTS
RESULTS
Pierce (1985) created the theoretic framework for the current Emotional focused coping study. Subsequent research conducted by Sue et al. (2007) led Justification of the microaggression to the development of a Taxonomy of racial microaggressions. Example: Stating that the aggressor does not know better due to their age and background. Themes of microaggressions Avoidance Assumption of second-class citizenship Example: Choosing not to address microaggressions, to avoid Example: A White person offering lower quality goods and making matters worse. services to a Black man. Minimizing the problem Example: Stating that the microaggression is not a big deal and is Assumption of lower intelligence not causing significant harm. Example: A White person assuming that a Black man can only work at lower level jobs, such as yard maintenance and could Problem focused coping not pursue more challenging occupations. Change the environment Example: A man who is being microaggressed stops interacting with •To identify and chronicle the experience of reported microaggressions Assumption of Criminality his aggressor. among highly educated black men. Social engagement •To understand the psychological impact of microaggressions on highly Example: A White woman clenching in fear when a young Black man walks by. Example: Organizing events to educate new generations about racial educated black men. diversity. •To identify coping strategies the men used to mitigate the effects of Environmental microaggressions Change what is changeable microaggressions in their daily lives. Example: Constant reminders in the media of degrading Example: Address the aggressor in situations when the intervention historic events and language. is perceived as fruitful. Shift personal aspirations, goals, involvement Qualitative: A different experience reported Example: When the system sets up a barrier, the person changes Phenomenological qualitative research Two participants denied experiencing any microaggressions. their personal goals to achieve something else. Semi-structured Interviews Generating Alternate Solutions Data Transcription Example: Pursing positions of leadership. Thematic data analysis Reported Psychological Impact Each researcher coded the interviews Sadness/Depression Themes were validated through cross-verification by multiple team members. Anger/Rage Highly educated black men reported that microaggressions affect Sample: Withdrawal their lives, behavioral and psychological health. Subjects reported a 15 Participants Fatigue Age Range: 30-66 number of feelings that followed encounters with microaggressions Hypervigilance Educational attainment such as anger and rage, powerlessness, and hypervigilance. Powerlessness 8 participants have obtained Masters Degrees Different coping techniques mediate effects of stress. Self-doubt Recent research on racial discrimination has shifted to an examination of microaggressions, defined as commonplace verbal, behavioral, and environmental indignities. Whether intentional or unintentional, microaggressions are hostile, unconscious or conscious, and transmit insults and putdowns that are injurious to targeted individuals or groups. The purpose of this presentation is to discuss the results of a phenomenological investigation of microaggressions on a sample of 15 highly educated and ethnically diverse Black men, residing in the Northeast and Southeast. The prevalence and nature of microaggressions, effects on physical and psychological health, the use of social support systems, and coping strategies employed represent key sites of inquiry.
GOAL
METHOD
CONCLUSION
1 participant is pursuing a doctoral degree 6 participants have obtained doctoral degrees Professional pursuits 10 participants work at institutions of higher education 2 participants are practicing law 1 participant is practicing dentistry 1 participant is an artist and educator 1 participant is a engineer
REFERENCES Capodilupo, C. M., Lin, A. I., Nadal, K. L., Rivera, D. P., Sue , D. W., & Torino, G. C., (2008) Racial microaggressions against Black Americans: implications for counseling, Journal of Counseling and Development. 86, 330. Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer Publishing Company LLC. Pierce, C. (1974). Psychiatric problems of the Black minority. American handbook of psychiatry, 2, 512-523. Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. New York, NY: John Wiley & Sons. Sue, D. W., Capodilupo, C. M., Nadal, K. L., & Torino, G. C. (2008). Racial microaggressions and the power to define reality. The American Psychologist, 63(4) 277-279. Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. The American Psychologist, 62(4), 271-286
Microaggressions Towards Highly Educated Black Men Elda Zeko-Underwood, Divya Mohan, Shelly-Ann Collins, Amanda Weber Sponsor: Dr. Tracy Robinson-Wood
INTRODUCTION
RESULTS
RESULTS
Pierce (1985) created the theoretic framework for the current Emotional focused coping study. Subsequent research conducted by Sue et al. (2007) led Justification of the microaggression to the development of a Taxonomy of racial microaggressions. Example: Stating that the aggressor does not know better due to their age and background. Themes of microaggressions Avoidance Assumption of second-class citizenship Example: Choosing not to address microaggressions, to avoid Example: A White person offering lower quality goods and making matters worse. services to a Black man. Minimizing the problem Example: Stating that the microaggression is not a big deal and is Assumption of lower intelligence not causing significant harm. Example: A White person assuming that a Black man can only work at lower level jobs, such as yard maintenance and could Problem focused coping not pursue more challenging occupations. Change the environment Example: A man who is being microaggressed stops interacting with •To identify and chronicle the experience of reported microaggressions Assumption of Criminality his aggressor. among highly educated black men. Social engagement •To understand the psychological impact of microaggressions on highly Example: A White woman clenching in fear when a young Black man walks by. Example: Organizing events to educate new generations about racial educated black men. diversity. •To identify coping strategies the men used to mitigate the effects of Environmental microaggressions Change what is changeable microaggressions in their daily lives. Example: Constant reminders in the media of degrading Example: Address the aggressor in situations when the intervention historic events and language. is perceived as fruitful. Shift personal aspirations, goals, involvement Qualitative: A different experience reported Example: When the system sets up a barrier, the person changes Phenomenological qualitative research Two participants denied experiencing any microaggressions. their personal goals to achieve something else. Semi-structured Interviews Generating Alternate Solutions Data Transcription Example: Pursing positions of leadership. Thematic data analysis Reported Psychological Impact Each researcher coded the interviews Sadness/Depression Themes were validated through cross-verification by multiple team members. Anger/Rage Highly educated black men reported that microaggressions affect Sample: Withdrawal their lives, behavioral and psychological health. Subjects reported a 15 Participants Fatigue Age Range: 30-66 number of feelings that followed encounters with microaggressions Hypervigilance Educational attainment such as anger and rage, powerlessness, and hypervigilance. Powerlessness 8 participants have obtained Masters Degrees Different coping techniques mediate effects of stress. Self-doubt Recent research on racial discrimination has shifted to an examination of microaggressions, defined as commonplace verbal, behavioral, and environmental indignities. Whether intentional or unintentional, microaggressions are hostile, unconscious or conscious, and transmit insults and putdowns that are injurious to targeted individuals or groups. The purpose of this presentation is to discuss the results of a phenomenological investigation of microaggressions on a sample of 15 highly educated and ethnically diverse Black men, residing in the Northeast and Southeast. The prevalence and nature of microaggressions, effects on physical and psychological health, the use of social support systems, and coping strategies employed represent key sites of inquiry.
GOAL
METHOD
CONCLUSION
1 participant is pursuing a doctoral degree 6 participants have obtained doctoral degrees Professional pursuits 10 participants work at institutions of higher education 2 participants are practicing law 1 participant is practicing dentistry 1 participant is an artist and educator 1 participant is a engineer
REFERENCES Capodilupo, C. M., Lin, A. I., Nadal, K. L., Rivera, D. P., Sue , D. W., & Torino, G. C., (2008) Racial microaggressions against Black Americans: implications for counseling, Journal of Counseling and Development. 86, 330. Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer Publishing Company LLC. Pierce, C. (1974). Psychiatric problems of the Black minority. American handbook of psychiatry, 2, 512-523. Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. New York, NY: John Wiley & Sons. Sue, D. W., Capodilupo, C. M., Nadal, K. L., & Torino, G. C. (2008). Racial microaggressions and the power to define reality. The American Psychologist, 63(4) 277-279. Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. The American Psychologist, 62(4), 271-286
