Challenging gendered microaggressions in the academy
A social–ecological analysis of bystander action among faculty
Bibliographic Data
| ID | 12975985 |
|---|---|
| Authors | Michelle C Haynes‐Baratz (0000-0001-7063-5974, University of Massachusetts Lowell, corresponding author), Meg A Bond (0000-0002-4013-0120, University of Massachusetts Lowell), Christopher T Allen (0000-0001-8386-7299, Kennesaw State University), Yun Ling Li (0000-0002-2726-145X, University of Massachusetts Lowell), Tuğba Metinyurt (0000-0002-8188-333X, University of Massachusetts Lowell) |
| Year | 2021 |
| Volume | 15 |
| Issue | 4 |
| Pages | 521-535 |
| Publication date | 2021-03-18 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Diversity in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1938-8934 • E-ISSN: 1938-8926 |
| Publisher | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1037/dhe0000315 |
| OpenAlex | W3137457499 |
| Language | EN |
| Citations received | 18 |
Despite increasing numbers, women faculty are still underrepresented at higher ranks and in leadership positions in the professoriate. Recent research suggests that gendered microaggressions, a particular expression of subtle gender bias, have a powerful, cumulative negative impact on women faculty’s access to research support and advancement. Bystander interventions are a promising avenue to mitigate their impact. However, little is known about the factors that encourage and/or present barriers to bystander action around microaggressions in the academic work environment—arguably, critical information required in order to design an effective workplace intervention program. A series of 12 semistructured interviews were conducted to explore faculty’s current action (or inaction) in response to witnessing microaggressions. Employing a social–ecological lens, findings suggest that facilitators and barriers to bystander action exist at the individual, interpersonal, and organizational levels. Implications for the development of workplace bystander intervention programs in the academy are discussed
Action (physics · Bystander effect · Sociology · Communication in Education and Healthcare · Gender Diversity and Inequality · Gender Studies · Mentoring and Academic Development · Psychology · Social Psychology · Ecology
Supporting Social Work Leaders
Promoting Age Inclusivity in Higher Education
The Impact of Incivility on Faculty in Colleges of Education in the Southern United States
Hidden Bias, Overt Impact
Examining the Prevalence and Effects of Gender-based Violence in Academic Settings
Post or protest
Cultural microaggression in multinational enterprises
A Protocol to Assess Contextual Factors During Program Impact Evaluation
I Don’t Want to Make Myself Look Like a Trouble-Maker”
Third‐Party Intervention to Address Gender Microaggressions Among College Students
Faculty allyship
Developing a Campus Climate Survey for Faculty and Staff
Missed Opportunities Due to Gender Bias
Mobilizing bystanders to address microaggressions in the workplace
Bridging Bystander Intervention and Workplace Inclusion
Feasibility of Virtual Focus Groups in Program Impact Evaluation
On the Epistemic Exclusion of Counselor Educators of Color
How college students in the United States make sense of examples of gender and intersectional microaggressions in classroom settings
| Unique citing works | 18 |
|---|---|
| Citations per year | 3,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |