The What,the Why,and the How: A Review of Racial Microaggressions Research in Psychology

Since the publication of Sue et al. (Am Psychol 62:271–286, 2007a, b) seminal article, there has been an enormous scholarly interest in psychology on this construct of racial microaggressions—subtle everyday experiences of racism. In this paper, we provide a review of racial microaggressions research literature in psychology since 2007, following the publication of the first comprehensive taxonomy of racial microaggressions, which provided a conceptual framework and directions for research related to racial microaggressions. However, our review suggests that important conceptual and methodological issues remain to be addressed in the three domains: (1) what are racial microaggressions and who do they impact; (2) why are racial microaggressions important to examine; and (3) how are racial microaggressions currently studied and how might we improve the methodologies used to study racial microaggressions. We propose recommendations to further facilitate racial microaggressions research, improve the scientific rigor of racial microaggressions research, and contribute toward a more complete and sophisticated understanding of the concept and consequences of racial microaggressions—a construct that is undoubtedly salient and psychologically relevant among many members of racial minority groups.     

‘Chinese-Mexicans’ and ‘Blackest Asians’: Filipino American youth resisting the racial binary

This study provides a deeper understanding of the interracial connections not just between non-whites and whites, but among non-whites. Filipino American youth attending high school in New York City contended with a dominant bipolar racial discourse that marginalizes the racialized experiences of Asians and Pacific Islanders. However, instead of feeling invisible or marginalized, data point to how they negotiated a black–white racial discourse to decide when and how they enter dialogues about race. Filipino youth reconceptualized this racial binary to position themselves on a continuum to form the racial ‘middle ground’ between blacks and whites. Importantly, rather than a racial hierarchy that places whites at the top, youth used discursive strategies to place themselves on a racial continuum that emphasizes the interconnectedness among racial minorities.     

‘It wasn’t racism; it was more misunderstanding.’ White teachers,Latino/a students,and racial battle fatigue

This article explores how and why a group of Latino/a high school students identify and explain racism differently over the course of an 18-month participatory action research (PAR) project. To do this we examine what recent scholarship has termed racial microaggressions in what is thought of as the Post-Racial America public school system. Pulling examples from student and teacher interview, focus group, and class discussion data we first examine how these students’ teachers conceptualize and talk about racism, cross-racial relationships, and racial misunderstandings, and then we juxtapose that with students’ discursive work to make sense of the ways their teachers make their conceptualizations known and/or seen in school. Focusing on the K-12 context, this study finds racial battle fatigue may be why students switch between how they label these aggressions.     

Fluidity amidst structure: multi-racial identity constructions across the life course of Malaysians and Singaporeans

ABSTRACT

Multi-racial identity construction is understood to be fluid, contextual and dynamic. Yet the dynamics of multi-racial identity construction when racial identities are ascribed and formulated as static by governments is less explored in psychological studies of race. This paper examines the dynamics of racial identity construction among multi-racial Malaysians and Singaporeans in a qualitative study of 31 semi-structured interviews. Thematic analysis was used to identify the different private racial identity constructions of participants who were officially ascribed with single racial identities at birth. Participants reflected on the overwhelming influence of the state and significant Others in limiting their ability to express their multiple racial identities when they were in school, and highlighted their capacity to be agentic in their private racial identity constructions when they were older. This paper shows that across the life course multi-racial individuals possess (1) the ability to adopt different racial identity positions at different times, (2) the ability to hold multiple racial identity constructions at the same time when encounters with Others are dialogical, (3) the reflexivity of past identity positions in the present construction of identities.     

Racial witnessing and the formation of los conscientes – race critical preservice teachers

This article introduces the concept of racial witnessing – i.e. defining moments where an individual experiences a strong event in which they (or someone they care deeply about) were racialized, Othered, and/or treated differently (usually negatively) because of their racial group, racial affiliation, etc. It is these moments of racial witnessing that are pivotal in the development of los conscientes. These were the more critical-minded preservice teachers who demonstrated a greater understanding regarding race and racism and the impacts it has on the educational system and human lives. This article argues that it is not a specific variable and/or experience (such as those gained in field experiences) that creates race consciousness among preservice teachers. It is the accumulation of racial witnessing events that allow for a deeper understanding of how race dictates lives.     

Mexican illegality,black citizenship,and white power: immigrant perceptions of the U.S. socioracial hierarchy

While some scholars contend that immigrant integration is predicated on a strategic distancing from Blacks and closeness to Whites, others argue that highly racialised immigrants share more commonality with Black Americans than Whites. Drawing on in-depth interviews with Mexican immigrant newcomers to Los Angeles, California, this article examines how immigrants make sense of their position in U.S. socioracial hierarchy vis-à-vis other racialised groups. I show that as immigrants navigate U.S. social, racial, and political landscapes, they come to view ‘American-ness’ and the citizenship status inherent in it as a key marker of distinction between themselves and those they deem ‘American’. Immigrants thus view their group status as an inferior one relative not only to the dominant White group, but also to Black Americans, albeit for qualitatively different reasons. Findings highlight how the vulnerability of ‘illegality’ not only reinforces existing social boundaries with Whites, but also shapes the nature of socioracial boundaries with Black Americans that can hinder the potential for racial solidarity and has broader implications for the U.S. socioracial hierarchy.     

Racial battle fatigue and activist burnout in racial justice activists of color at predominately White colleges and universities

Activist burnout scholarship has inadequately considered challenges marginalized-identity activists, such as racial justice activists of color, experience in the course of their activism – challenges from which privileged identity activists, such as white racial justice activists, are protected. This article attempts to address this gap through a phenomenological study examining activist burnout in racial justice activists of color whose primary sites of activism are predominantly white colleges and universities in the United States at which they work. In order to stretch activist burnout theory to differentiate unique marginalized-identity activists’ burnout causes from general causes that do not consider specific activist identities, the lens of racial battle fatigue is employed. Findings show that, although participants shared many causes of burnout that are consistent with general non-identity-specific causes described in existing literature, racial battle fatigue hastened their burnout while their activist commitments elevated their battle fatigue.     

Pre-college and college predictors of longitudinal changes in multiracial college students’ self-reported race

This longitudinal study of 1101 multiracial college students from 105 US institutions reveals the dynamic racial designation choices of participants as freshmen and as seniors, as 56% of the sample gave inconsistent responses about their race over time. Logistic regressions predicting a multiracial designation choice as seniors reveal the pre-college and college factors associated with developing or maintaining this choice over the span of college. Experiences such as living on campus, joining a racial or ethnic student organization, taking an ethnic studies course, participating in a racial awareness workshop, and discussing issues of political or personal importance were each significant predictors of the racial identification patterns examined in this study. The results of this study offer evidence of the need to consider longitudinal changes in students’ race and the ways in which students’ racial identification preferences change between the time they enter and leave college.     

The Role of Racial Microaggressions,Stress, and Acculturation in Understanding Latino Health Outcomes in the USA

A growing body of literature demonstrates important negative health effects from racial microaggressions for racial/ethnic minorities. However, at present, the bulk of the literature is focused on the case of black Americans with relatively little attention as to how this may play out for other racial/ethnic groups. Here, we examine the association of health and racial microaggressions in the case of Latinos. Furthermore, we disaggregate Latinos by language preference in order to see how acculturation to the USA may moderate the effect of racial microaggressions on health outcomes for the group. In a statistical analysis of the 2004 Behavioral Risk Factor Surveillance System, we examine the association between stress from racial microaggressions and self-rated health for Latinos of different levels of linguistic acculturation. We find that more acculturated Latinos (measured in terms of language preference) are more likely to experience physical stress from perceived racial microaggressions after accounting for social and demographic factors. Further, this stress is linked to overall poorer self-rated health for the group. However, we find no such association for less acculturated, Spanish-preference Latinos.     

Are Blacks and Hispanics Disproportionately Incarcerated Relative to Their Arrests? Racial and Ethnic Disproportionality Between Arrest and Incarceration

Do large racial and ethnic disparities in prison populations reflect systematic racial and policy discrimination in the criminal justice system, or do they reflect disproportionate involvement of blacks and Hispanics in “serious” or street crime? Our investigation of this question keys off the approach initiated by Alfred Blumstein is his pioneering studies on the topic. While yielding important findings, there are, however, substantial gaps in the empirical literature on the racial disproportionality issue. We attempt to fill those gaps by (1) using both data on prison admission as well as in-stock prison populations, (2) presenting more recent racially and ethnically disaggregated arrest and incarceration data from Pennsylvania for 2003–2007, and (3) including Hispanic offenders in our racial and ethnic disproportionality comparisons. Our results indicate, first, that the representation of blacks, whites, and Hispanics among offenders admitted to state prison and in the prison population corresponds closely to their representation in arrest statistics. Second, using arrests as a marker of violent offending, the overrepresentation of blacks among offenders admitted to state prisons occurs because they commit a disproportionate number of frequently imprisoned (i.e., violent) crimes. Third, for those offenses where there is a within-race difference between arrest and incarceration representation, Hispanics experience the greatest disadvantage. Fourth, failing to account for Hispanics in white and black estimates tends to inflate white proportions and deflate black proportions of arrests, admissions, and prison population estimates, masking the “true” black and white racial disproportionality. We conclude that while there is a need for continued concern with possible racial discrimination in justice system processing, this concern should not distract attention from what arguably is the more important matter—ameliorating the social environmental conditions that foster disproportionate minority (especially black) involvement in violent crime.     

Retroactive phantasies: discourse,discipline, and the production of race

The present inquiry considers how the practice and notion of race can be figured as a type of discipline that functions to achieve the subjection of the individual – to form the individual as a racial subject. Focusing on the constructions of blackness and whiteness within US racial rhetoric, and engaging the work of Michel Foucault and Judith Butler, I propose that racial identity is a retroactive phantasy that is always conditional on the subject enacting the very power that marks them: the formation and maintenance of subjectivity is premised on the individual being formed and forming themselves in relation to a normalized identity site and is, thus, always an action. Precisely due to this necessity to act, and to the incoherence of power, innovative acts of anti-discipline re-negotiate the ways in which racial subjectivity is lived and realized.     

An introduction: the predicament of Brazilian culture

‘Truth’ and ideology (as error or falsity), like any other oppositional terms, take up the same productive powers and necessarily track each other very closely. Not much is necessary for any statement to move from the former into the latter field. My review of the main twentieth‐century lines of Brazilian racial studies, in this introduction, traces how they have moved miscegenation and racial democracy back and forth across the border between social scientific ‘truth’ and racial ideology. Because the papers included in this issue, rather than repeating this move, address how these socio‐historical signifiers inform the contemporary Brazilian social configuration, they move beyond the predicament shared by both narratives of the nation and social scientific accounts of racial subjection in Brazil.     

Shifting Contexts and Shifting Identities: Campus Race-Related Experiences,Racial Identity,and Academic Motivation Among Black Students During the Transition to College

This study examined Black college students’ (N = 309, 70% women) racial identity beliefs over their freshman year. Using latent class cluster analysis, we identified clusters reflecting patterns of change and stability in students’ racial centrality (importance of race to overall self-concept), private regard (group pride), and public regard (perceptions of others’ views of Blacks). Racial identity change clusters were distinguished by campus experiences (racial discrimination, interracial friendships, and campus racial climate). Racial identity change clusters predicted end-of-year academic motivation (competence, affect, interest/curiosity, and persistence). Findings suggest the importance of examining critical transitions in identity development and highlight the deleterious effects of stigmatizing campus experiences on identity. Findings also highlight ways students’ racial identity beliefs may help promote academic motivation.     

Who is More Likely to “Not See Race”? Individual Differences in Racial Colorblindness

Many Americans endorse a colorblind racial ideology, meaning they strive to “not see race” and emphasize sameness and equal distribution of resources across racial lines. Currently, there is an absence of studies examining the personality and individual difference correlates of racial colorblindness. The current study investigated the association between three different aspects of racial colorblindness (unawareness of racial privilege, unawareness of institutional discrimination, and unawareness of blatant racism) and the Big 5, empathy, and aggression in white undergraduates. Our results revealed two divergent patterns. Unawareness of racial privilege was related to lower openness and perspective taking, but more empathic concern, whereas unawareness of blatant racism and unawareness of institutional discrimination were related to lower agreeableness, perspective taking, and empathic concern. These results are discussed in relation to the broader literature on prejudice and personality.     

Coloring the War on Drugs: Arrest Disparities in Black,Brown, and White

Using the National Longitudinal Survey of Youth 1997 (NLSY97) data, this study examines racial disparities in arrests for drug offending. Of the total 8984 NLSY97 participants, the study sample was restricted to the 4868 respondents who had ever reported using drugs (black = 1191, Hispanic = 980, white = 2697). The study questions are as follows: (1) Are there racial disparities in arrests for drug use, after controlling for incidence of drug use as well as other socio-demographic variables? (2) Are there racial disparities in arrests for drug dealing, after controlling for incidence of drug dealing as well as other socio-demographic variables? Compared with whites, blacks were more likely to be arrested for drug offending, even after controlling for incidence and other socio-demographic variables. Several socio-demographic variables, particularly gender, were also associated with arrests for drug offending. Bans on racial profiling and other legislative and policy changes are considered as potential strategies to ameliorate drug enforcement disparities.     

Performing Identity and Persuading a Public: The Harlem On My Mind Controversy

This article analyses the performance of racial identity in the events surrounding the 1969 exhibition Harlem On My Mind held at the Metropolitan Museum of Art. This racial performativity reflected widespread anxiety about the inclusion of African Americans in American art museums, where they had typically been excluded, and the ambiguous role of whites in addressing demands for representation. Faced with such demands, white curators, directors, and other museum professionals did not easily cede their authority. Instead they tried to demonstrate that they were no longer impediments to African American access, but rather facilitators of that access. Using the exhibition Harlem On My Mind as a case study, this article aims to shed light on the instrumental uses of race identity in the field of museums in the 1960s and today.     

Institutions,inculcation, and black racial identity: pigmentocracy vs. the rule of hypodescent

This research paper investigates the effect political institutions have on black racial identity. In particular, I study individual inculcation in contexts where political institutions institutionalize either of two forms of racial social structures – a pigmentocracy (the Dominican Republic), or the rule of hypodescent (the US South), and the effect such inculcation has on black racial identity. I sampled 101 respondents from the Dominican Republic and 102 from the state of Mississippi, USA. Consistent with the basic assumptions of my hypotheses, respondents in the Dominican Republic study sites showed a weaker degree of identification with blackness vis-à-vis something ‘whiter’. Nevertheless, respondents in the Dominican Republic sites demonstrated a stronger identification with blackness than what most conventional observers would have anticipated. Respondents in the Mississippi study sites showed a stronger sense of identification with blackness. Surprisingly, however, Mississippi respondents demonstrated a larger degree of neutrality than expected in their belief of being of a mixed racial heritage rather than just a black African heritage.     

Young,Black, and (Still) in the Red: Parental Wealth,Race, and Student Loan Debt

Taking out student loans to assist with the costs of postsecondary schooling in the US has become the norm in recent decades. The debt burden young adults acquire during the higher education process, however, is increasingly stratified with black young adults holding greater debt burden than whites. Using data from the NLSY 1997 cohort, we examine racial differences in student loan debt acquisition and parental net wealth as a predictor contributing to this growing divide. We have four main results. First, confirming prior research, black young adults have substantially more debt than their white counterparts. Second, we find that this difference is partially explained by differences in wealth, family background, postsecondary educational differences, and family contributions to college. Third, young adults’ net worth explain a portion of the black–white disparity in debt, suggesting that both differences in accumulation of debt and ability to repay debt in young adulthood explain racial disparities in debt. Fourth, the black–white disparity in debt is greatest at the highest levels of parents’ net worth. Our findings show that while social and economic experiences can help explain racial disparities in debt, the situation is more precarious for black youth, who are not protected by their parents’ wealth. This suggests that the increasing costs of higher education and corresponding rise in student loan debt are creating a new form of stratification for recent cohorts of young adults, and that student loan debt may be a new mechanism by which racial economic disparities are inherited across generations.     

Exposing the white avatar: projections,justifications, and the ever-evolving American racism

In the context of the United States, mainstream entertainment genres continue to recycle dominant racial ideologies typified by the perspectives of white men. American minstrelsy, literature, and film are key sites for whiteness to manifest itself in the design and projection of online personae via white avatars. These projections of whiteness also reify the US racial structure, one that subjects the perspectives of people of color to misrepresentation and further racial marginalization. This theoretical interpretative article employs Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) to investigate how these projections of whiteness are historically rooted and have evolved in the post-racial era. Using popular virtual gaming and social media examples, this paper critically deconstructs how the creation of white personae via avatars maintains and justifies the hegemonic power of whiteness.     

Attitudes of Black,White, and Hispanic Community Residents Toward Seeking Medical Help

With regard to racial/ethnic health disparities, a variable that has not been well explored is the person’s willingness to seek medical aid when symptoms appear. Until recently, there has been no comprehensive scale to measure these predispositions and their significance for public health. This study’s purpose was to determine whether specific attitudinal differences might constitute barriers to medical help-seeking for racial/ethnic subgroups. In a sample of 380 community residents responding to a mailed survey in the Hartford, CT metropolitan area, racial/ethnic differences were examined for four attitudinal aspects of medical help-seeking: action/intention, cynicism/fatalism, confidence in medical professionals, and fear/avoidance. Multivariate analyses controlling for other demographic, health crisis, and health insurance variables indicated that black, white, and Hispanic subgroups differed strongly on the battery of medical help-seeking attitudes. Although all groups were generally favorable to help-seeking, black and Hispanic respondents expressed more favorable, pro-help-seeking attitudes than did white respondents. Their attitudes were highly significant for action/intention and confidence in medical professionals. This study showed no evidence that racial/ethnic health disparities might result from negative predispositions as barriers to medical help-seeking.