Identifying and Responding to Racial Microaggressions

INSIGHTS 2020

ON EQUITY AND OUTCOMES January -- Issue 22

OFFICE OF COMMUNITY COLLEGE RESEARCH AND LEADERSHIP

Identifying and Responding to Racial Microaggressions

Chaddrick James-Gallaway and Francena Turner

The focus of this brief is to highlight the different forms of racial
microaggressions that harm students of color (SOC) within the system of higher
education. It is intended as a teaching tool for those who are exploring race and Racism is a system of
race-based issues in higher education, particularly in community colleges. Since oppression meant to
race and racism function together in a myriad of ways, one of which is known as racially oppress only

“racial microaggressions, it is relevant to include a condensed discussion of race
and racism. people of color through

Race is a social construction driven by phenotype that is used to denote visual individual, institutional,
and perceptible audible characteristics (Bonilla-Silva, 2015; Mitchel 2012; and cultural policies

Spillers, 2003). Historically, race has been viewed as phenotypical (biologically and practices via white
driven), used by Whites as a tool to construct and hold power, privilege, and supremacy (Bonilla-
oppression over people of color (POC). Though race is a fluid social construct, Silva, 2015; Jones,
the permeance of phenotypical racial oppression— racism, other words—

remains present within the U.S. (Bell, 1992; Omi & Winant, 2014). Racism is a ”1997; Lorde, 1992;
system of oppression meant to racially oppress only POC through individual,
institutional, and cultural policies and practices via white supremacy (Bonilla- Marable, 1992).
Silva, 2015; Jones, 1997; Lorde, 1992; Marable, 1992).

Racial microaggressions are present in multiple facets of U.S. society and

are alarmingly present on college campuses ever since the desegregation of

higher education (Beach, 2011; Ceja, & Yosso, 2000; Harper & Hurtado, 2007;

McCabe, 2009; Torres, Driscoll, & Burrow, 2010). Repeated encounters of racial

For community colleges to truly be open-door HIGHLIGHTS
institutions that serve all communities, they must Prac titioners of higher education are responsible for
address negative racial interactions for students their campus racial climate and are encouraged to
of color. participate in professional development opportunities
that focus on racial equity and racism.

microaggressions lead to the development of racial battle fatigue (RBF) (Franklin, Smith, & Hung, 2014; Smith et al.
2016). RBF can have a detrimental impact on the mental health and academic performance of SOC who are faced with
constant racial stressors.

Racial microaggressions for SOC occur in spaces that include, but are not limited to, student housing, dining halls
and cafeterias, academic advising offices, financial aid offices, campus police departments, sporting events, and in
academic settings such as libraries, classrooms, and even professorial office hours. SOC have a difficult time with
microaggressions when they are being stereotyped into a lumped category of what it means to be Black, Asian, Latinx
or when their race is denied by a White person who believes in colorblind ideology (Boatright-Horowitz, 2013). Though
racial microaggressions are present on higher education campuses, it is important to note that many SOC deal with a
lifetime of racial stressors before entering higher education. For community colleges to truly be open-door institutions
that serve all communities, they must address negative racial interactions for SOC through race-based policies and
practices.

Discussing race in higher education and integrating into historically White institutions that were originally created by and
for White people, particularly White men, can be very difficult for SOC in the U.S. This is because many White students,
faculty, and staff believe racism is over and no longer exists as a social problem (Boatright-Horowitz, 2013).

Types of Racial Microaggressions

The three different types of microaggressions that affect students in a myriad of ways are microassaults, microinsults,
and microinvalidations (Sue, 2010). The following section defines these different forms of microaggressions and
provides examples and context on how they impact students racialized realities.

Racial Microassaults
Racial microassaults can be overt and conscious-explicit or subtle slights and insults expressed to marginalized racial
groups (Sue, 2010). The intention of racial microinsults is to demean and violate the racial identity of the intended victim
through insults, avoidance, and intentionally bigoted actions (Miller & Garmen, 2008; Nelson, 2006; Sue, 2010). To be
clear, the purpose of microassaults is to be intentionally harmful to the intended victims. Microassaults can be, but are
not limited to, the wearing of the Klu Klux Klan Hood; showcasing a noose the confederate flag, or swastikas; the use of
racial epithets and telling racist jokes; and mocking other languages (Sue, 2010). One new racial microassualt that has
received attention within higher education since 2016 is the increased presence of Make America Great Again (MAGA)
attire worn on college campuses. The argument behind MAGA attire being a racial microassualt is due to the slogan’s
connection to a white supremacist tool (similar to Klu Klux Klan Hoods, nooses, confederate flags, and swastikas) used
to intimidate POC (Omari, 2019). Regardless of the intention a person may have when wearing MAGA attire, the impact
is a form of microassaults that can create a hostile campus climate and stagnate inclusion efforts between SOC
and White students on college campuses.

Racial Microinsults
Racial microinsults can often be both covert and unconscious, meant to tear down a person’s racial heritage
through insensitive comments and the use of racial stereotypes (Sue, 2010). An example of a microinsult is an

ascription of intelligence to someone’s race. To explain
further, per Sue (2010), a common microinsult and
microaggression is the ideology that SOC, particularly
African Americans, are not as intelligent as other racial
groups (Smedley & Smedley, 2005; Jones, 1997). Other
examples include telling a Student of Color she is articulate,
which is indicative of the aforementioned ideology and bias.
Additionally, comments that highlight a Person of Color
being different or not like other people in their racial identity
(i.e., that a Student of Color is a credit to his or her race)
are examples of microinsults.

Another form of a microinsult is the pathology of cultural values and communication styles (Sue, 2010). When thinking
about this topic, it is important to note that the cultural values and communication styles of White people are often
identified as correct and the norm of U.S. society that SOC should follow. SOC are often told to leave their language
and culture outside of classrooms (Delpit, 2006). One example of this would be the use of the African American
Vernacular English (AAVE) or African American Language (ALL), which have been seen as unacceptable in classrooms
(Delpit, 1998; Lee 2017). Because SOC exist across a wide spectrum of racial identities, it is important that they are
not forced to give up their cultural heritage and assimilate into a dominant White culture. Another example related to
communication style is the animated ways some SOC use while speaking, which can result in being asked or told not
to be boisterous, passionate, and spirited. Scrutinizing how SOC communicate, treating them differently, and being
insensitive to their communication styles are microinsults.

The final racial microinsult that will be addressed in this piece is the criminality of SOC. Whether in race-based
conversations or in firsthand accounts heard by SOC, often African Americans and Latinx groups can be seen and
viewed as dangerous or criminal (Sue, 2010). As the issue of police brutality persists on and off campuses, it is
important to understand how SOC experience this type of microinsult and the longstanding history of criminality of
Latinx and African Americans in the U.S.

Racial Microinvalidations
The last form of racial microaggressions addressed in this brief are racial microinvalidations. Similar to racial
microinsults, racial microinvalidations are often covert or unconscious and used to cancel the thoughts, feelings, and
lived experiences of SOC. There are four types of racial microinvalidations: Alien in One’s Own Land, Colorblindness,
Denial of Racism, and the Myth of Meritocracy (Sue, 2010).

Alien in One’s Own Land, as defined by Sue (2010), is the notion of being seen as a documented or undocumented
immigrant in someone’s nation of origin. SOC who experience this form of microinvalidation most often are Latinx
Americans and Asian Americans. Common language used in this microinvalidation tells SOC to “go back to their
country” and that they are not “American” (Sue, 2010), as just a few examples.

A common microinvalidation is the notion of colorblindness, meaning race either does not exist or that we live in a
post-racial world after the election and subsequent reelection of President Barack Obama. Refusing to acknowledge
seeing someone’s race or racialized issues is the epitome of colorblindness. Comments that are often cloaked
in a colorblind ideology include such thoughts as “all lives matter,” “we are all a part of the human race,” and “not
everything is about race.” It is invalidating and demeaning to SOC to deny that racism exists or downplay its
importance. Colorblind statements often dismiss the racialized realities of SOC. Doing so furthers Whiteness norms
and the White experience because colorblindness only gives credit to the experiences of White people.

Similar to colorblindness, the denial of individual racism is a microinvalidation that SOC experience as a result
of denying personal experiences. According to Sue (2010), a common denial of individual racism is when people
say, “I cannot be racist because I have a Black friend.” Again, the denial of individual racism is to deny the lived
experiences of SOC.

The myth of meritocracy is the final form of racial microinvalidations presented in this section. The myth of
meritocracy is the concept that we live in a meritocratic society and race is not a factor in one’s success, or lack
thereof. This myth focuses on everyone having equal opportunities and the ability to be successful based on hard
work (Sue, 2010). The myth of meritocracy is a dangerous microinvalidation because it assumes a racist stereotype
that SOC are not successful because they are lazy, lacking intelligence, or do not have the fortitude to work hard. As
Malcom-Piquex, & Bensimon (2017) note, racial inequity in higher education is a persistent issue as few SOC are
completing their degrees in comparison to their white peers.

Conclusion

The purpose of this brief is to define the three forms of racial microaggressions, which are undoubtably connected
to the system of racism that plagues the daily lives of POC have historically combated systemic racism in their daily
lives, it is important for higher education institutions and their employees to analyze how racial microaggressions
are present on their campuses and in classrooms. As illustrated in this brief, racial microaggressions only impact
POC and are often present in cross-racial interactions, most notably with White people.

As practitioners of higher education institutions, we are responsible for the racial climate that SOC must regularly
endure. While many practitioners note that their institution “does not have a race problem,” I would encourage
readers to participate in professional development opportunities that focus on issues of racial equity, racism, racial
microaggressions, and cross-racial interactions in higher education. Doing so will provide an understanding of the
racial climate within higher education and offer insights on reoccurring race-based issues that SOC must unfairly
persist through to complete their education. Our job as higher education practitioners is not to claim race problems
are absent from our institutions; rather, our duty is to discover, comprehend, and rectify all issues of racial stressors
and climates that harm the academic and social outcomes of SOC on college campuses.

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This publication was prepared pursuant to a grant from the Illinois Community College Board (Grant Number: D56871).
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