Difficult Conversations

Ideas

Idea #13: Responding to Microaggressions

“Talking about microaggressions is hard. It’s hard for the person constantly having to bring up the abuses against them, and it’s hard for the person constantly feeling like they are doing something wrong. But if you want this to stop—if you want the deluge of little hurts against people of color to stop, if you want the normalization of racism to stop—you have to have these conversations. When it comes to racial oppression, it really is the little things that count.”1

Learning Intention

“Racial microaggressions are the everyday and common verbal, behavioral, and environmental indignities and slights directed toward people of color by well-intentioned Whites who are unaware they have committed a transgression.” 3 Oftentimes, microaggressions go unaddressed as many bystanders are often shocked or surprised by the transgressions taking place, and by the time they have processed the ramifications of what was said, it is “too late” to say anything.4 Being prepared to intercept or address microaggressions can change the class culture for the better and model strategies your students can use as well.

Below are examples of ways microaggressions can occur6

Micro-Assaults Micro-Insults Micro-Invalidations
Name calling Talking slowly or loudly to someone with an accent Not being flexible for religious holidays
Jokes that are racist/sexist...think discussion boards, class comments, chat Where are you REALLY from? Mispronouncing a student's name
Using a racial slur as a screen name or in appropriate image Comments that diminish the value of BIPOC communities or propragate negative stereotypes It's a joke, don't be sensitive.

 

The R.A.V.E.N. Method5 for Discussion Facilitators

  • Redirect the interaction to avoid more harmful things being said. You can say, “I’d like to pause this conversation right here, because I’m concerned with the language that is being used.”5 Then, address the situation directly by stating what actually happened1 or speak with the aggressor in private.
  • Ask probing and uncomfortable1 questions to the aggressor to help them see how their words or actions are perceived.
  • Values clarification identifies shared values of the group or organization in contrast with the microaggression.
  • Emphasize your own thoughts and feelings as you describe how the situation impacts you and others. Remember, the incident was hurtful even if not intended.1
  • Next steps: Emphasize the importance of addressing the incident.1 Suggest corrective behaviors, authentic apologies, and resources for learning about implicit bias.

When It Happens1

  • Pause and ask why you said/did that, if you would have said/done this with someone of your own race, and if you were feeling threatened or uncomfortable (and why).
  • Don’t force people to acknowledge your good intentions.
  • Remember, it’s not just this one time; the incident is part of a long history of microaggressions for people of color.
  • Apologize with respect.
  • Research and learn more on your own time.

References

  1. Oluo, I. (2019). So you want to talk about race? NY: Seal Press.

  2. Pittman, C. (2021). In the Moment Responses for Addressing Micro and Macroaggressions in the Classroom. The Scholarly Teacher.

  3. Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183–190.

  4. Sue, D.W. (2015). Race Talk and the Conspiracy of Silence. Hoboken, NJ: John Wiley and Sons, Inc.

  5. How to Respond to Racial Microaggressions When They Occur—Higher Education. (n.d.).

  6. Sigg, N. (2022). Ensuring Diversity, Equity, & Inclusion in the Online Learning Environment [Webinar]. Innovative Educators