Thoughts on Microaggression and Critical Race Theory

Thoughts on Microaggression and Critical Race Theory

• How could microaggressions impact student development?

            After reading about microaggression I can see how this would impact not only a student's college experience but also he or her development.  Unintentional, but constant insults to one's culture or ethnicity would be debilitating to any self esteem. How draining would it be to everyday defend who you are to people? As if you choose the color of your skin, eyes, and hair yourself.  How frustrated would you be if every time you met someone new they would comment on how well you speak English?  Research has found that microaggression lowers productivity, creates a hostile atmosphere, and negates problem solving abilities (Potts, 2014). Microassault, microinsult, and microinvalidation are the three forms in which microaggression can occur (Potts, 2014; Sue et al., 2007) I will admit, I am guilty of unknowingly making microaggression comments.  Thankfully, now that I am more aware of how exactly my indented compliments can be taken as insults, I will simply refrain from saying those things.  Can you recall a time why you acted microaggressivly?  Or have you ever had an act of microaggression directed towards you?  What did you do?  Have your views, thoughts, and opinions about microaggression changed now that you have learned more about it through the readings?

            The video clip is by an Asian American who describes her own experiences of microagression after the completion of her doctoral degree.  She understands that many individuals who commit acts of microagression do not know they are doing it or intend to be hurtful.  She has recommendations for the public on how to stop acts of microagression.

1. Be open to being wrong (and being corrected)

2.  Know yourself (self reflection on your privileges)

3. Know others (become fluent in others histories)

Her advice for those who are the victims of miroaggession is to:

1. Speak up (silence is consent)

2. Pick your battles (is this person receptive to my feelings?)

3. Assume the best in people (most comments are out of ignorance)

            Knowing that microaggresssion has such a negative impact on student development and the overall college experience, as practitioners we must be the agents of change that makes our campuses safe and free of microaggression.  The Fordham University in New York has a great article for those working in higher education to recognize and stomp out microaggression.  Forms of microaggression by professors in the classroom could take the form of intentionally mispronouncing a student's name, ignoring student to student microaggression, and assuming an ethnicity that is being discussed is not in the classroom (Potts, 2014).

• How could critical race theory be used to examine student development?

            As we learned last week in class, race can have a huge impact on how an individual develops.  The readings assigned this week seem to me to look more at how to apply critical race theory in higher education settings than in personal identity development. Patton, McEwen, Rendon, & Howard (2007) point out that many theorists, such as  Magolda, Kohlberg, and Chickering and Reisser, have not tackled the topic of race within their theories.  Critical race theory was developed by a group of inquisitive "Black, Latino, and Asian legal scholars" (Patton, McEwen, Rendon & Howard, 2007, p. 43).  Pattern et al. suggests that critical race theory is useful in student development because it looks at the environment in which students are being educated.  The curriculum in typically based on teachings, thoughts, theories of White Western worldview.  This type of environment is going to have an effect on how one sees the world and how one finds his or her place in it.  The next element of the environment addressed is that of property rights and ownership. Patton et al. is speaking of property in term of who owns power and position within the university to make decision of funding, programs, and the general direction of the institution. If power is held by someone of color the results will be different than that of someone with a White Western mindset.  Lastly, agency of white students deprives ethnic minorities of the right to express and be proud of their cultural differences.  Moving forward as professionals in the academic arena we need to work towards employing and embodying a diverse curriculum complete with a multicultural faculty, staff, and administration. If we are to help students in their development, no matter what race, gender or religion, then we must give them a supportive enriching environment to effectively and positively cultivate into the unique individuals they are meant to be.

Macalester Department Of Multicultural Life. More Than Words: Microaggressions. Retrieved from http://www.youtube.com/watch?v=20pY-TiCChA

Patton, L. D., McEwen, M., Rendón, L., & Howard Hamilton, M. F. (2007). Critical race perspectives on theory in student affairs. New Directions for Student Services, 2007(120), 39-53.

Potts, Z. (2014). Microaggression. Center for Teaching Excellence. Retrieved from http://www.fordham.edu/academics/office_of_research/research_centers__in/center_for_teaching_/the_art_of_teaching/microaggressions_89343.asp

Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271.