Practicing Awareness of Microaggressions


Microaggressions are verbal expressions that are unintentional (or intentional) that carry a hidden message of oppression, discrimination, or any other -ism against marginalized people or groups because of race, gender, sexual orientation, disability, or religion. Microaggressions offer a clear demonstration of unconscious bias. The consequences are cumulative and could cause psychological damage to the person who receives it, who also suffers in silence. Microaggressions could be expressed by people of the dominant culture but are frequently heard by people from a marginalized group who utter these types of comments to other marginalized and oppressed people.

Psychological trauma and microaggressions

Research has demonstrated that microaggressions predict depressive symptoms, anxiety, alcohol abuse, sleep disturbance, physical health problems, suicidal ideas, and low self-esteem. People who suffer microaggressions repeatedly result in greater symptoms of psychological damage as triggers of past memories of discrimination and oppression. Mental health professionals need to consider how microaggressions take part in all levels of the workplace: between colleagues, between racialized groups, and institutionally and advocate for social justice and changes in policies and practice in counseling psychology.

What can you do if you commit a microaggression?

First of all, you need to respond with compassion. Probably you will feel embarrassed, uncomfortable, and stressed. However, it does not make you a bad person. But you need to understand and focus on the injured person rather than yourself. Listen to what the person needs to say with an open heart and an open mind, Be grateful for sharing it with you, and apologize sincerely.

Most of these interactions occur privately, but if the conversation happens in front of other people, keep your response short and try to talk to the injured person privately. At that private moment repeat the tips mentioned previously.

What can we do to prevent these situations?

We need to interact with people that are different from being more cooperative than competitive. We need to develop the ability to work together toward mutual goals. It would help us to be inclusive, and respectful, and promote equal access and opportunities for all. Sharing accurate information about diverse people rather than stereotypes or misinformation increases the awareness of microaggressions. We have to be supportive leaders bringing harmony free of biases and stereotypes developing a sense of interconnectedness with all humanity.

The role of early childhood educators 

Early childhood educators need to create safe learning environments making children feel that they belong interrupting microaggressions and messages of damage against other people as soon as it happens. Addressing microaggressions in children helps them identify discrimination and oppression when it occurs. As adults, we need to model respect, tolerance, and inclusion for all. For other effective practices to work on diversity with children read Addressing diversity in early childhood settings.

Being aware of microaggressions, microinsults, and microinvalidation is fundamental to changing these practices in our families, in our work settings, and in our classrooms. The unintentional nature of microaggressions occurs from a person that is good and decent and makes it very difficult for them to understand that their comment and behavior was offensive or biased. As educators, we need to learn how to address these kinds of offensive comments and contribute to that change. Educators play a great role in students teaching about psychological trauma caused by microaggressions to identify biases against marginalized groups and be aware of how they interact with them.

References

Knight, R. (2020). You've Been Called Out for a Microaggression. What Do You Do?
Harvard Business Review, 2-8.

Nadal, K. L., Erazo, T., & King, R. (2019). Challenging Definitions of Psychological Trauma: Connecting Racial Microaggressions and Traumatic Stress. Journal for Social Action in Counseling & Psychology, 11(2), 2–16. https://doi.org/10.33043/jsacp.11.2.2-16


"IN THE END, WE WILL REMEMBER NOT THE WORDS OF OUR ENEMIES, BUT THE SILENCE OF OUR FRIENDS." 
- Martin Luther King, Jr.
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Diana A. Rivera is an Early Childhood Educator, with graduate studies in Educational Psychologist, and author of Be the voice for children. Diana believes and commits to the healthy development, growth, well-being, and learning of all children. The blog posts share ideas and knowledge about educational psychology, child and brain development, parenting, diversity, effective teaching practices, early childhood education, and care to support the empowerment of children and families.

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