Microaggressions An Obstacle in the Workplace or an

Microaggressions: An Obstacle in the Workplace, or an Opportunity for Growth? Andrew Prescott AB Biotek Andrew. Prescott@abmauri. com

Agenda This presentation will include: • • Introduction Disclaimer The Ideal Workplace Definition of microaggressions and their effect Description of prevalence in STEM Discussion of how to respond to microaggressions as: − − A recipient A bystander A perpetrator An organization

Introduction Andrew Prescott • • • Education − − University of Missouri – Columbia Bachelor’s of Science in Bioengineering AB Biotek − • • A technology-driven company specialising in fermentation science − global alcoholic beverages and bioethanol markets. Perspective: − − Queer, transgender man Partnered to a woman in software development Passionate about diversity and inclusion in STEM

Disclaimer This presentation is designed to be a starting point for embracing diversity in the workplace, for those that are interested in learning how to best support their colleagues and students who hold historically marginalized identities. Though this presentation will not be able to spend time disproving stereotypes or offer a complete solution; participants will walk away with the tools to engage with and examine their own actions and biases to make themselves a better ally to those around them.

The Ideal Workplace Psychological safety, more than anything else, was critical to making a team work. Psychological safety : • shared belief held by members of a team that the team is safe for interpersonal risk-taking. • a sense of confidence that the team will not embarrass, reject or punish someone for speaking up. • It describes a team climate characterized by interpersonal trust and mutual respect in which people are comfortable being themselves. Illustration by James Graham Duhigg, 2016; Edmondson; •

Defining Microaggressions “Brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative… slights towards [a marginalized group]. ” – (Sue, 2007) “Behaviors or statements that do not necessarily reflect malicious intent but which nevertheless can inflict insult or injury. ” – (Runyowa, 2015)

Defining Microaggressions Structural/Environmental Intent versus Impact Rory Midhani for Buzz. Feed News Accessible Technology, Temple University; https: //goo. gl/x. CY 3 xy

Defining Microaggressions Implicit Biases XKCD Comics

Defining Microaggressions

Defining Microaggressions Barthelemy, 2016

Defining Microaggressions No one is perfect

Effects of Microaggressions “Microaggressions point out cultural difference in ways that put the recipient’s non-conformity into sharp relief, often causing anxiety and crises of belonging on the part of [historically marginalized groups]…It can even induce imposter syndrome or stereotype threat. ” William A. Smith, 2006

Effect of Microaggressions • 10% of heterosexual participants received personal HH due to perceived sexual minority status. Silverschanz, 2007 •

Prevalence in STEM Barthelemy, •

Prevalence in STEM Yoder, •

Responding as a Recipient Evaluate the situation: • • • Will this be a productive conversation? What is my current level of stress? Am I safe? Am I able to engage non-emotionally and effectively? First and foremost, protect your energy. • When engaging: • • Assume offense was not the intent, and state this as your assumption. • • • Explain how the slight may be interpreted by others. Ask a follow up question. Explain how that person can do better. If the perpetrator is not willing to listen, file a complaint. • Goodman (2011)

Responding as a Bystander Evaluate the situation • Your safety and wellbeing is important too. • When engaging: • • • Follow the same guidelines as a recipient. Speak with the perpetrator in private if possible and necessary. Goodman (2011)

Responding as a Perpetrator Learn from the discomfort. • Take responsibility for your actions: • • The person correcting you deserves to be treated with respect regardless of how you perceive their correction. Sudhamshu Hebbar, 2010 https: //mepnprogram. wordpress. com/

Responding as a Perpetrator

Responding as a Perpetrator Learn from the discomfort. • Take responsibility for your actions: • • The person correcting you deserves to be treated with respect regardless of how you perceive their correction. • • Briefly apologize, and promise to do better. Follow through on your promise to do better. Learn on your own if necessary. • Sudhamshu Hebbar, 2010 https: //mepnprogram. wordpress. com/

Responding as a Perpetrator Introductory Resources: • • • Respectful Disability Language: Here’s what’s up! (2006 NYLN and KASA ) Neurodiversity: Some Basic Terms & Definitions (http: //neurocosmopolitanism. com/) GLAAD Media Reference Guild – Transgender (https: //www. glaad. org/) An Ally's Guide to Terminology (https: //www. glaad. org/) Language of Difference: Writing about Race, Ethnicity, Social Class, and Disability (Hamilton College Writing Center, 2015) Resources for deeper learning: • • White Fragility (Robin Di. Angelo 2011) Multiculturalism (Anna May Filor 1992) Excluded: Making Feminist and Queer Movements More Inclusive (Julia Serano 2013)

Responding as an Organization Diversity training should: • • Be voluntary (Carnes, 2012) • Discuss awareness of bias to avoid negative effects of implicit bias (Carnes, 2012; Devine, 1989; Monteith, 2010) • Include numerical representation information and local (college) climate indicators. (Jackson, 2014) • Recognize and appreciate differences (multiculturalism vs. colorblindness) (Wolsko, 2000) • Use inclusive, non-confrontational language (We, our, everyone) (Czopp, 2006; Hillard, 2013) • Acknowledge that everyone holds biases (Morton and Rosse, 2011) Be research driven, stereotype-disconfirming information (Hewstone, 1992)

Microaggressions Vs. The Ideal Workplace Psychological safety : • • • shared belief held by members of a team that the team is safe for interpersonal risk-taking. a sense of confidence that the team will not embarrass, reject or punish someone for speaking up. It describes a team climate characterized by interpersonal trust and mutual respect in which people are comfortable being themselves. Microaggressions, if left unchecked, are detrimental to psychological safety; But, if utilized as an opportunity for growth, microaggressions can serve as a learning opportunity to enhance psychological safety. Duhigg, 2016; Edmondson; 1999

References Carnes, M. , Devine, P. G. , Isaac, C. , Manwell, L. B. , Ford, C. E. , Byars-Winston, A. , et al. (2012). Promoting institutional change through bias literacy. Journal of Diversity in Higher Education, 5(2), 63– 77. • Czopp, A. M. , Monteith, M. J. , & Mark, A. Y. (2006). Standing up for a change: Reducing bias through interpersonal confrontation. Journal of Personality and Social Psychology, 90, 784– 803. • Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology, 56, 5– 18. • Goodman, D. (2011). Promoting Diversity and Social Justice: Educating People from Privileged Groups. New York: Routledge. • Hewstone, M. , Johnston, L. , & Aird, P. (1992). Cognitive models of stereotype change: (2) Perceptions of homogeneous and heterogeneous groups. European Journal of Social Psychology, 22(3), 235– 249. • Hillard, A. L. , Jackson, S. M. , &Schneider, T. R. (2012). Best Practices for Discussing Diversity and Implicit Bias in the Classroom. Chicago, IL: Poster Presented at the Annual Convention of the Association for Psychological Science. • Hillard, A. L. , Ryan, C. S. , & Gervais, S. J. (2013). Reactions to the Implicit Association Test as an educational tool: A mixed methods study. Social Psychology of Education, 16, 495– 516. doi: 10. 1007/s 11218 -013 -9219 -5. • Jackson, Sarah M. , Amy L. Hillard, and Tamera R. Schneider. "Using implicit bias training to improve attitudes toward women in STEM. " Social Psychology of Education 17. 3 (2014): 419 -438. • Monteith, M. J. , Mark, A. Y. , & Ashburn-Nardo, L. (2010). The self-regulation of prejudice: Toward understanding its lived character. Group Processes and Intergroup Relations, 13, 183– 200. • Morton, J. , & Rosse, M. (2011). Persuasive presentations in engineering spoken discourse. Australasian Journal of Engineering Education, 17(2), 55– 64. • Sue, Derald Wing, et al. "Racial microaggressions in everyday life: implications for clinical practice. " American psychologist 62. 4 (2007): 271. • Wolsko, C. , Park, B. , Judd, C. M. , & Wittenbrink, B. (2000). Framing interethnic ideology: Effects of multicultural and color-blind perspectives on judgments of groups and individuals. Journal of Personality This and Social Psychology, 78, 536– 654. • Yoder, Jeremy B. , and Allison Mattheis. "Queer in STEM: Workplace experiences reported in a national survey of LGBTQA individuals in science, technology, engineering, and mathematics careers. " Journal of homosexuality 63. 1 (2016): 1 -27. •

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