Challenging gendered microaggressions in the academy

A social–ecological analysis of bystander action among faculty

Datos Bibliográficos

ID12975985
AutoresMichelle C Haynes‐Baratz (0000-0001-7063-5974, University of Massachusetts Lowell, autor de correspondencia), 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)
Año2021
Volumen15
Número4
Páginas521-535
Fecha de publicación2021-03-18
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/dhe0000315
OpenAlexW3137457499
IdiomaEN
Citas recibidas18

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