Page 61 - Microaggressions in Everyday Live Race, Gender, and Sexual Orientation

Microaggressive Themes 35

(Sue & Capodilupo, 2008), some of the more common themes with their
hidden messages are described below.

• Ascription of Intelligence — This microinsult is usually related to aspects

of intellect, competence, and capabilities. Saying “ You are a credit to
your race ” contains an insulting metacommunication ( “ People of color
are generally not as intelligent as Whites. ” ). The example in Chapter 1
in which Senator Joe Biden ’ s compliment of Barack Obama was found
offensive by some African Americans represents such an insult. The
belief that African Americans are intellectually inferior is quite a com-
mon microaggression (Jones, 1997; Smedley & Smedley, 2005). When a
male teacher expresses surprise at the math skills of a female student
( “ Wow, how did you get so good in math? ” ) or when White students ask
Asian Americans for help on their math/science problems (Asians are
naturally good at math.), ascription of intelligence may be in operation.
• Second - Class Citizen — This microinsult contains an unconscious message
that certain groups are less worthy, less important, and less deserving,
and are inferior beings that deserve discriminatory treatment. While they
may be conscious, most are delivered by well - intentioned people who
would never knowingly discriminate (Bonilla - Silva, 2006). As a result,
people of color, women, and LGBTs are accorded lesser treatment than
Whites, men, and straights. A lesbian woman is ignored, left out, and not
invited with a group of female coworkers because she “ is not like one of
us. ” Black patrons at a restaurant are seated at a smaller table near the
kitchen door where waiters and waitresses constantly walk in and out.
A female physician at an emergency room is mistaken by male patients
as a nurse.
• Pathologizing Cultural Values/Communication Styles — The theme of
this microinsult has two components: a belief that the cultural values/
communication styles of White, male, and straight groups are norma-
tive and that those of people of color, females, and LGBTs are somehow
abnormal. Telling Latino students to “ leave your cultural baggage outside
the classroom, ” and asking a Black person “ Why do you have to be so
loud, emotional, and animated? ” are two examples. In the fi rst case, the
Latino students are being asked to assimilate and acculturate and are being
told that their cultural values are dysfunctional and should be given up
because they will interfere with their learning. In the latter case, the style
of communication by many Blacks is being pathologized because appro-
priate communication is dispassionate and objective (Kochman, 1981).

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