Page 259 - Microaggressions in Everyday Live Race, Gender, and Sexual Orientation

Microaggressive Impact on Education and Teaching 233

however, race is invisible — they seldom think about or investigate it, and they
become defensive about their own privilege. Ultimately, this can lead to denial
or minimization of race as an important aspect of life (Bolgatz, 2005). Let us

briefly identify the issues illustrated in the example.
First, it is apparent that all three well - intentioned White students did not
realize that they were delivering racial microaggressions toward students of

color. In addressing how race influenced Blacks, the White students seemed
to dilute its importance by refocusing the topic on gender and class issues.
They did not realize that they were (1) assailing the racial identities of Black
students, and (2) denying or invalidating their racial experiences and reali-
ties (Sue, Lin, et al., 2009) through their microaggressive comments. As you

recall, both of these communications have been identified as forms of racial
microaggressions. Further, by equating racial bias with gender/class biases,
the legitimacy of racism and its detrimental impact on the lives of people of
color is diminished, pushed aside, and considered unimportant. Again, as
with all microaggressions, there is a difference between the legitimacy of the
topics (importance of gender and class factors), and the hidden demeaning
and invalidating messages that are sent. The White students were unaware
that they might be delivering microaggressions.
Second, the invisibility of these interactional dynamics — what triggered
the intense reaction of students of color (racial microaggressions) — is often
outside the level of conscious awareness of the White students, and even the
professor. When critical consciousness is missing and when the interpersonal
dynamics are unclear, puzzlement and confusion reign supreme. The White
students and professor are at a loss to understand what just happened, and
what was responsible for the emotive reactions and statements of students
of color. Thus, they are not in a position to respond in a helpful or enlightened
manner. The White students are left with the feeling of being personally
attacked and only vaguely sense that something they did or said offended
students of color. But other than their own defensiveness, anxiety, and feel-
ing hurt from the exchange, they have little understanding of their own roles
in the diffi cult dialogue (Sue, Rivera, et al., 2009). The professor also realizes
something is amiss (tentativeness in discussing racial topics, anxiety, heated
exchanges, crying and leaving the room), but is at a loss to determine its mean-
ing and how to respond appropriately (Sue, Torino, et al., 2009).

Third, difficult dialogues on race are seldom completed or resolved in such
a way as to be a meaningful learning experience. Indeed, classroom interac-
tions on topics of race, gender, and sexual orientation often deteriorate into

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