ABSTRACT
Informed by Racial Microaggressions Theory, this study examined the prevalence and types of experienced gendered racial microaggressions in Filipino American women, level of stress that such experiences generated in relation to their identity, and the effects on their level of psychological distress. This correlational analysis design study surveyed 237 respondents via an online self-administered 63-question survey. Responses were analyzed using Independent Samples t-Tests, correlation, and multiple linear regression statistics. Findings indicated that experienced gendered racial microaggressions predicted psychological distress among Filipino American women, demonstrated a positive relationship between stress associated with experienced gendered racial microaggressions and psychological distress;Filipino American women who reported more experienced gendered racial microaggressions and felt more stress associated with it, reported higher levels of psychological distress among. Implications for social work theory, practice, pedagogy, policy, and future research are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Informed by Racial Microaggressions Theory, this study examined the prevalence and types of experienced gendered racial microaggressions in Filipino American women, level of stress that such experiences generated in relation to their identity, and the effects on their level of psychological distress. This correlational analysis design study surveyed 237 respondents via an online self-administered 63-question survey. Responses were analyzed using Independent Samples t-Tests, correlation, and multiple linear regression statistics. Findings indicated that experienced gendered racial microaggressions predicted psychological distress among Filipino American women, demonstrated a positive relationship between stress associated with experienced gendered racial microaggressions and psychological distress;Filipino American women who reported more experienced gendered racial microaggressions and felt more stress associated with it, reported higher levels of psychological distress among. Implications for social work theory, practice, pedagogy, policy, and future research are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Preliminary results of a qualitative study of the lived experience of teaching and learning during the Covid-19 pandemic are presented. An instructor, a program director and five doctoral students in different stages of their coursework and dissertation proposal development, wrote a reflective journal. Participants varied in their levels of familiarity with technology-assisted education, personal backgrounds and circumstances including work and family responsibilities. Participants' journals documenting their reactions, struggles and coping since the abrupt move of the university from face to face to online classes were content analyzed. The analysis was co-conducted by five participants to identify themes and generate understanding of the experience. Two main themes emerged from the analysis: a developmental process of participants' reactions, perceptions and meaning making of the experience and factors that shaped it. Lessons learned are discussed and recommendations for professional education and directions for future research are suggested.