Microaggressions in the learning environment

A systematic review

Datos Bibliográficos

ID12975683
AutoresDotun Ogunyemi (0000-0002-4560-0611, California State University, San Bernardino, autor de correspondencia), Camille A Clare (0000-0001-8784-5118, New York Medical College), Yaritzy M Astudillo (0000-0003-4474-010X, New York Medical College), Melissa Marseille (Office of Diversity and Inclusion), Eugene Manu (Lehman College), Sun Kim (0000-0003-4285-8374, Beaumont Hospital, Royal Oak)
Año2019
Volumen13
Número2
Páginas97-119
Fecha de publicación2019-05-09
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Diversity in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 1938-8934 • E-ISSN: 1938-8926
EditorialAmerican Psychological Association (PUBLISHER • US)
DOI10.1037/dhe0000107
OpenAlexW2944509396
IdiomaEN
Citas recibidas64

Microaggressions entail everyday brief, low-intensity events that convey negative messages toward marginalized groups. A systematic review of the literature on microaggressions in the learning environment of higher education was performed from 1998 to 2018 using a modified PRISMA outline. Forty articles on racial microaggressions were categorized as microaggression experiences of all races/ethnicity (27.5%), microaggression experiences of minorities (22.5%), difficult racial dialogues (10%), coping strategies for microaggressions (17.5%), and system interventions strategies (22.5%). Microinsults were reported in 82.5%, microinvalidations in 4.5%, microassaults in 20%, and institutional microaggressions in 27.5%. Microaggressions were prevalent and “invisible” in colleges with minority students seemingly worn down by ongoing strategies used to confront the inherent associated stresses. Difficult racial dialogues were characterized by intense emotions in both professors and students that interfered with successful learning experiences. Coping strategies that correlated positively with microaggression and psychological stress included disengagement, cultural mistrust, stigma for seeking psychological help, alcohol use, and intolerance of uncertainty. Factors tending to ameliorate microaggression and psychological stress included engagement, dispositional forgiveness, help-seeking attitudes, self-efficacy in coping with daily hassles, and social connectedness. Political activism was helpful in Latinx, but exacerbated microaggression related stress in African American students. Multicultural curricula were associated with increased racial awareness. Innovative intervention strategies included brief video interventions and utility of mobile apps. Microaggressions are associated with ongoing major negative impact on the learning environment. By ameliorative coping mechanisms and institution intervention strategies, the associated toll and stresses from microaggressions may be reduced

Mathematics education · Pedagogy · Education and Military Integration · Higher Education Research Studies · Psychology · Racial and Ethnic Identity Research · Social Psychology