This document discusses recognizing and addressing implicit bias and microaggressions in academic contexts. It begins by defining implicit bias and microaggressions, explaining that they occur below conscious awareness but can negatively impact individuals. It then discusses three types of microaggressions and provides examples. The document emphasizes that microaggressions are experienced by marginalized groups and can be addressed through developing understanding, advocacy, and allyship. It provides case studies and recommendations for recognizing and responding to microaggressions respectfully.

2.  Identify how implicit bias and microaggressions occur in
academic contexts
 Develop a foundational understanding of intersectionality
 Gain allyship and advocacy techniques

4.  “Implicit biases are pervasive. Everyone possesses them, even people with
avowed commitments to impartiality such as judges.
 Implicit and explicit biases are related but distinct mental
constructs. They are not mutually exclusive and may even reinforce each
other.
 The implicit associations we hold do not necessarily align with our
declared beliefs or even reflect stances we would explicitly endorse.
 We generally tend to hold implicit biases that favor our own in-group,
though research has shown that we can still hold implicit biases against our
in-group. Social messages are hard to escape, even for people of color.
 Implicit biases are malleable. Our brains are incredibly complex, and the
implicit associations that we have formed can be gradually unlearned
through a variety of debiasing techniques.” (Institute Bias Review, 2015,p.1)

5.  “First coined by Chester Pierce, a psychiatrist in the 1970s.
› The same concept has been also used in the works of Dr. Jack Dovidio from Yale
University and Dr. Samuel Gaertner, from the University of Delaware.
 Racial microaggressions are most similar to aversive racism in that they
generally occur below the level of awareness of well-intentioned people (Sue,
Capodilupo, et al., 2007; Sue & Capodilupo, 2008), BUT
› researchers of micro-aggressions focus primarily on describing the dynamic
interplay between perpetrator and recipient, classifying everyday manifestations.
deconstructing hidden messages, and exploring internal (psychological) and
external (disparities in education, employment, and health care) consequences.
“(Sue, 2010, p.9)

6.  In a 2007 article published in the American Psychologist, Derald Wing Sue
describes three types of racial microaggressions:
› Microinvalidations: Communications that subtly exclude negate or nullify the thoughts,
feelings or experiential reality of a person of color.
 Ex. For instance, White people often ask Latinos where they were born, conveying the
message that they are perpetual foreigners in their own land.
› Microassaults: Conscious and intentional discriminatory actions.
 Ex. using racial epithets, displaying White supremacist symbols - swastikas, or
preventing one's son or daughter from dating outside of their race.
› Microinsults: Verbal, nonverbal, and environmental communications that subtly convey
rudeness and insensitivity that demean a person's racial heritage or identity.
 Ex: an employee who asks a co-worker of color how he/she got his/her job, implying
he/she may have landed it through an affirmative action or quota system.

7.  “Microaggressions are the brief and commonplace daily verbal, behavior and
environmental indignities, whether intentional or unintentional, that
communicate hostile, derogatory, or negative racial, gender, sexual-
orientation, and religious slights and insults to the target person or group.
Perpetrators are usually unaware that they have engaged in an exchange
that demeans the recipient of the communication.” (Sue, 2010,p.5)
 Students of color often describe microaggressions as a pattern of being
overlooked, under-respected, and devalued because of their race.
› When microaggressions occur, they often present a highly charged racial
situation that challenges both teacher and students.
› A lot of microaggressions are delivered by well-intended professors. (Sue, 2016)

8. • Making assumptions about the religions of Middle Eastern faculty/coworkers in
casual conversation
• Speaking condescendingly to faculty specialists and/or PTIs in your
department
• Asking women/women of color about their grooming habits
• Giving business cards for a male masseuse to single women in the
department
• Asking women or racial minorities about personal finances or purchases and
making specific judgements based on these
• Repeatedly calling transgender faculty by their birth-assigned name prior to
the transition
• Touching a Black woman’s hair!! Just. Don’t. do. It.
• Commenting on the “nice accent” of a colleague

9.  Any marginalized group can be subjected
to microaggressions!
Can include racial, gender, sexuality,
disability micro-aggressions. etc.

11. Intersectionality is the concept that reinforces the understanding of
people's experiences being shaped by their race, gender, sexuality, and
class. It looks at these identities as interconnected and necessitates a
view of people in context of their whole and intersecting identities, not
simply looking at people as encompassing a singular identity.
Intersectionality is also the understanding that race, gender, class and
sexuality mutually impact one's experience of discrimination and
oppression (Crenshaw, 1989).

16. Case Study:
Treese McCoy, an African-American woman who has locs, was once told in a
performance review that she needed to “appear more professional”. When asked for
clarification about this, comments were made about her hair not being perceived as
professional enough. So she cuts her hair to fit her department’s idea of a professional
woman. This department is portraying the idea that professional is based on the image
of White women in the office.
US Supreme Court Case, 2017

17. While teaching a course on LGBTQ+ psychology, a white gay male student
commented that he “wasn’t sure if he would learn anything from the course
because he’s already gay”. This erases the importance of learning about the
unique lived experiences of Black and Brown LGBTQ+ individuals.
Beliefs that “all the gay people are white, and all the Black people are straight”

18. 2-3x increased risk of high levels of psychological distress – including
depression and lower self esteem (Meyer, 1995; Bailey 2011).
Feeling excluded from communities (Balsam, 2011).
What could this look like in a University community?

19. Does my (classroom or departmental policy) recognize multiple intersecting
identities and oppressive systems? What additions or deletions might be required to
better address intersectional inequities?
Use intersectional examples in classroom settings (ex. A queer Latina as a case
study or a using statistics to figure out the number of Black women teachers at an
elementary school)
Most importantly…..
• Look at your current faculty and staff.
• Think about how your current or past hiring practices may have unintentionally
looked over people with multiple minority statuses.
• Think about ways that you can promote equity and work towards dismantling
oppressive systems NOW, not later.

20. Responding to Microaggressions with
Microresistance and Ally Development
Always teaching. Always learning.

21. Always teaching. Always learning.
What are Microresistances?
• “incremental daily efforts to challenge white privilege and
the gender status quo” that help targeted people “cope
with microaggressions.” (Irey, 2013)
• Microresistances are small-scale individual and/or collaborative efforts that
empower targeted people and allies to cope with, respond to, and/or
challenge microaggressions with a goal of ultimately dismantling systems of
oppression (Irey, 2013; Souza, Ganote, & Cheung, 2017)

22. Always teaching. Always learning.
What is an Ally?
• Allies commit themselves to ending systemic oppression,
follow the lead of targets, and act accordingly
(Demnowicz, 2017).

23. Always teaching. Always learning.
What is Microaffirmations?
• “Microaffirmations are tiny acts of opening doors to
opportunity, gestures of inclusion and caring, and graceful
acts of listening” (Scully & Rowe, 2009).

24. Always teaching. Always learning.
Tools to Develop
• Once Microaggressions are heard and/or seen, what can
one do? Practice appropriate responses
• Develop Microresistance Tools to use anywhere (speak up)
• Practice Communication Techniques such as
1. Open The Front Door (OTFD)
2. Speak up by using XYZ
3. Develop an A.C.T.I.O.N Plan

25. Always teaching. Always learning.
Open The Front Door to
Communication
1. OTFD: to make transparent the nature and effects of
microaggressions: adapted from Learning Forum
• Observe: Concrete, factual, and observable (not evaluative)
• Think: Thoughts based on observations (yours and/or theirs)
• Feel: Emotions – “I feel (emotion).”
• Desire: Specific request or inquiries about desired outcome

26. Always teaching. Always learning.
2. Speak up by using XYZ
XYZ is a relatively simple intervention:
• I feel X when Y because Z
Examples
• I feel uncomfortable when I hear comments about Claude,
because he is not here to defend himself.
• I feel I don’t belong when you ask me where I’m from (if look
different)

27. Always teaching. Always learning.
3. A.C.T.I.O.N Plan
Takes the Most Time
• Ask clarifying questions to assist with understanding intentions
• Carefully listen to their response
• Tell others what you observed as problematic in a factual
manner
• Impact exploration: ask for, or state, the potential impact of
such a statement or action on others
• Own your own thoughts and feelings around the impact
• Next steps: Request appropriate action be taken

28. Always teaching. Always learning.
What can targeted people do
in the face of potential
microaggressions?
• Remind yourself about what you value
• Practice self-care
• Thinking about the ‘bigger fish you have to fry’ by putting this
interaction into the broader context of your life goals
• Practicing gratitude

29. Always teaching. Always learning.
What can allies do to help
colleagues facing
microaggressions?
• Become more informed and empathetic
• Talk with and develop authentic relationships with your colleagues
• Raise your awareness of macro- and microaggressions
• Do your own work

30. Always teaching. Always learning.
What can Administration allies
do to help colleagues facing
microaggressions?
• Be open to mentoring your colleagues in your areas of strength
• Advocate for them behind closed doors
• Provide a safe space for them to discuss their experiences
• Provide them with honest and direct feedback on teaching,
scholarship, and service
• Give authentic Microaffirmations
• Practice generosity

31. Always teaching. Always learning.
Four Steps toward Creating Positive
and Inclusive Class Climate
1. Establish community norms (ground rules)
2. Use students’ preferred names and personal
pronouns
3. Collect student feedback about what helps them
learn
4. Create a diversity statement and feature it
prominently in your syllabus
Center for Teaching and Learning, University of Washington, uw.edu/teaching

32. Always teaching. Always learning.
Thank you!
• This good work takes soul searching, practice and
care to be done well!

33. Always teaching. Always learning.
Thank you!
Questions?
Write question on card and identify if you
would like it answered by a particular panelist

34. References
• DeAngelis, T. (2009). Unmasking “racial micro aggressions.” Monitor on Psychology. 40(2), 42-
57.
• Mayes, T. (2016, July 20). Recognizing and addressing microaggressions. Retrieved from
https://www.youtube.com/watch?v=qoWU9fG-Rt0.
• Russell, P. (2016, February 26). Implicit bias and microaggressions: Recognizing and rectifying.
Retrieved from https://www.youtube.com/watch?v=yzHPbGotMQM.
• Irey, S. (2013). How Asian American Women Perceive and Move toward Leadership Roles in
Community Colleges: A Study of Insider Counter Narratives, Unpublished doctoral disseration,
University of Washington.
• Scully, M., & Rowe, M. (2009). Bystander training within organizations, Journal of the International
Ombudsman Association, 2, 89-95.
• Sue, D.W. et al. (2007). Microaggressions in everyday life: Implications for clinical practice. The
American Psychologist, 2 (4).
• Sue, D.W. (2010). Microaggressions in everyday life: A new view on racism, sexism, and
heterosexism. New Jersey: John Wiley & Sons.
• “Understanding Implicit Bias” (2015). The Ohio State University Kirwan Institute for the Study of
Race and Ethnicity Implicit Bias Review.

35. References
• Coaston, J. (2019, May 28). The intersectionality wars. Retrieved from https://www.vox.com/the-
highlight/2019/5/20/18542843/intersectionality-conservatism-law-race-gender-discrimination
• Crenshaw, K. (1989). Demarginalizing the Intersection of Race and
Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist
Theory, and Antiracist Politics [1989]. University of Chicago Legal
Forum, 1989(1), 8th ser., 139-167. doi:10.4324/9780429500480-5
• Equal Employment Opportunity Commission v. Catastrophe
Management Solutions (United States Court of Appeals, 9th circut
September 15, 2017).

36. Acknowledgements
• With thanks to Dr. Tasha Souza, Boise State University, Dr. Cynthia
Ganote, Saint Mary’s College of CA, Dr. Floyd Cheung, Smith College
and their workshop at POD 2018: Practicing Microresistance for
Personal Survival, Ally Support, and Institutional Change