ABSTRACT
To assist educators in detecting the occurrence, understanding the dynamics, and effectively facilitating a difficult dialogue on race, we conducted a qualitative study to systematically examine the perceptions, interpretations, and reactions of 14 White trainees in counseling psychology graduate classes. In our focus groups, we identified 3 major domains: (a) global perspectives associated with race and racial dialogue, (b) specific reactions to racial disclosures, and (c) classroom strategies or conditions that proved helpful and unhelpful in facilitating dialogues. Participants appeared to have difficulty understanding how and why difficult dialogues on race occur. In addition, preexisting attitudes/beliefs/feelings seemed to serve as major barriers to discussing race honestly and openly. They reported powerful feelings of anxiety, helplessness, and fear of being misunderstood that evoked defensive maneuvers to avoid race topics. Implications for education and training are discussed.
Subject(s)
Communication , Education , Ethnicity , Fear , Learning , Race Relations , Racial Groups , Students/statistics & numerical data , White People , Adult , Employment , Female , Humans , Male , Middle Aged , Young AdultABSTRACT
A qualitative study supports the observation that difficult dialogues on race and racism are often triggered by racial microaggressions that make their appearance in classroom encounters or educational activities and materials. Difficult dialogues are filled with strong powerful emotions that may prove problematic to both students and teachers. When poorly handled by teachers, difficult dialogues can assail the personal integrity of students of color while reinforcing biased worldviews of White students. The success or failure of facilitating difficult dialogues on race is intimately linked to the characteristics and actions of instructors and their ability to recognize racial microaggressions. Implications regarding specific education and training recommendations are presented.
Subject(s)
Aggression/psychology , Interpersonal Relations , Minority Groups/psychology , Race Relations/psychology , Students/psychology , Adult , Black or African American/psychology , Anecdotes as Topic , Asian/psychology , Female , Focus Groups , Hispanic or Latino/psychology , Humans , Male , Middle Aged , Minority Groups/education , Peer Group , Prejudice , Social Environment , Social Perception , Stereotyping , Universities , White People/psychologyABSTRACT
Racial microaggressions were examined through a focus group analysis of 10 self-identified Asian American participants using a semistructured interview and brief demographic questionnaire. Results identified 8 major microaggressive themes directed toward this group: (a) alien in own land, (b) ascription of intelligence, (c) exoticization of Asian women, (d) invalidation of interethnic differences, (e) denial of racial reality, (f) pathologizing cultural values/communication styles, (g) second class citizenship, and (h) invisibility. A ninth category, "undeveloped incidents/responses" was used to categorize microaggressions that were mentioned by only a few members. There were strong indications that the types of subtle racism directed at Asian Americans may be qualitatively and quantitatively different from other marginalized groups. Implications are discussed.
