Identify the issue: Recognize microaggressions

“If my male colleague got a scholarship that I did not, I was supposed to be very happy for him and excited and celebrate. But when I received a scholarship that he didn’t get, he blamed it on the fact that I was a woman and that they probably gave me the scholarship to fulfill a quota of minorities in science and engineering!”

“If I disagree with something my advisor says, he says I’m being rude, mean, or snappy. He even made a comment to a lab mate that I have a short temper, and the lab mate responded, ‘I’ve never seen Samantha get upset over anything.” If I stand up for myself, I’m treated like the ‘angry black woman.’”

“No one can make you feel inferior without your consent.” 

– Eleanor Roosevelt

• Learn how to use micro interventions to challenge microaggressions.
• Learn how to define microaggressions. 
• Learn how to identify the different types of microaggressions in a STEM context. 

Microaggressions are “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color” (Sue et al., 2007). The definition of microaggressions has been expanded to include a variety of groups with minority identities, including women and LGBTQ individuals.

Because of the male-dominated environment that often exists in STEM programs, women, people of color, and LGBTQ individuals may experience microaggressions from peers, faculty, staff or others. For example, people with minority identities in STEM may experience environmental microaggressions, meaning that their environment does not promote representation or inclusion. 

Students in STEM may not see themselves and their identities represented among peers, faculty, class material, or other sources (Miles & Brockman, 2020). This can lead to feelings of invisibility. A message of “you don’t belong here” is conveyed, leading some to feel unwelcome and excluded (Wilkins-Yel, Hyman, & Zounlone, 2019). 

At the same time, environmental microaggressions may create feelings of hypervisibility; see the Challenges Faced by Women of Color for more information. Because women, people of color, and LGBTQ students are underrepresented in STEM, students with these identities may feel watched or scrutinized (Wilkins-Yel, Hyman, & Zoynlome, 2019). 

In addition to environmental microaggressions, students outside of privileged groups in STEM may experience behavioral microaggressions. These include verbal and nonverbal behaviors from peers, faculty, or staff that are offensive toward individuals with minority identities, often causing them to question their place in STEM (Miles & Brockman, 2020). 

Below, you will read about different types of behavioral microaggressions, including microinvalidations, microinsults, and microassaults. You will also read about common themes of microaggressions, using examples that women students in STEM may experience.

MICROINVALIDATIONS

Microinvalidations are communications, including verbal thoughts and nonverbal behaviors, that exclude, negate, or dismiss the thoughts, feelings, and realities of a marginalized group. While these behaviors are typically unintentional and unconscious, they are dismissive of individuals based on their race, gender, sexual orientation, or other identity. 

Alien in own land
When Asian American and Latinx American individuals are assumed to be foreign-born.

Example: During an orientation event, Sonja, a Latina first-year doctoral student studying mathematics, shares that she is from Texas. A fellow student, Joseph, says “Sure, but where are you actually from?”

Message conveyed: You are not actually American. You are a foreigner here.

Color blindness
Statements that indicate that a white person does not want to acknowledge race.

Example: Nia, a Black woman and doctoral student, informs the members of her group project that she cannot meet that afternoon because she has a National Society of Black Engineers (NSBE) meeting. Tom, a White man, rolls his eyes, and says “What’s the point of that? Why do you all have to make everything about race?”

Message conveyed: Race is not important, and conversations about race are not welcome.

Myth of meritocracy
Statements which assert that race or gender does not play a role in life successes.

Example: Faculty members from a chemistry doctoral program at a PWI host a diversity and inclusion seminar to detail their efforts to recruit and retain underrepresented groups. Sean, a male student, says “Why do they get special treatment? I worked hard to get into this program.”

Message conveyed: Marginalized identities, such as race, gender, and sexual orientation, do not contribute to an individual’s success in the U.S.

Denial of individual racism, sexism, or heterosexism
A statement made when individuals in privileged groups deny their biases.

Example: During a class discussion, Julia notices that a male peer continually interrupts her. When she approaches her peer, he says “What does gender have to do with this? I treat everyone equally.”

Message conveyed: I am not capable of sexism, and I am unwilling to examine my biases.

Invisibility
Interactions that fail to recognize the presence or contribution of a non-prototypical person.

Example: Tatiana is a Black woman studying physics. Tatiana answered a question during a class discussion, and her classmates did not engage with her answer. A few minutes later, Tyler, a white man, reiterated Tatiana’s point. The topic then became a point of discussion.

Message conveyed: The viewpoints of women of color are not as valued or important as individuals with privileged identities, such as white men.

MICROINSULTS

Microinsults are communications, including verbal comments or nonverbal behaviors, that convey rudeness or insensitivity towards marginalized groups. While these actions are typically unintentional and unconscious, they convey a hidden message that demeans a person’s race, gender, sexual orientation, etc. 

Ascription of intelligence
Assigning a degree of intelligence to a person of color and/or woman due to their race/gender.

Example: Paige is a third-year doctoral student of color studying Engineering. While operating lab equipment, her labmate, David, turns to Joseph, another male labmate, and says “does she really know how to use that?”

Message conveyed: People of color and women are less intelligent than White men.

Second class citizen
Occurs when a member of a privileged group is given preferential treatment over a target group member.

Example: Sue, an Asian woman who is a doctoral student studying Chemical Engineering, is in a group project with 3 male peers. As the group is dividing tasks, Sue notices that she is assigned fewer tasks than her male colleagues, and she perceives her tasks as easier. When Sue asks for more responsibility, John says “It’s alright, we can handle it.”

Message conveyed: Women are less capable than men, particularly in STEM fields.

Pathologizing cultural values/communication styles
The notion that the values and communication styles of the dominant/White culture are superior

Example: Kayla, a Black doctoral student studying civil engineering, is discussing her research interests with a group of male peers. A colleague says “I know that you’re passionate but there’s no need to be so loud about it.”

Message conveyed: You must assimilate to the dominant (White) culture.

Assumption of criminality
A person of color is presumed to be dangerous, criminal, or deviant based on their race

Example: The PI in a computer science lab discovers that a number of pieces of equipment were stolen from the lab. He chooses to question Talia, a Latina woman who is a member of the lab, first. Even after proving that she was not in the lab during the period in which the equipment was taken, the PI remains suspicious.

Message conveyed: People of color are more dangerous than White people.

Assumption of abnormality
Occurs when it is implied that there is something wrong with being LGBTQ.

Example: Lilian reports that she is bringing her partner to an end-of-year lab get-together. A male colleague asks “What’s your boyfriend’s name?” When Lilian reports that her partner is a woman, her male peer appears uncomfortable.

Message conveyed: Heterosexuality is the default, and being LGBTQ is abnormal.

Sexual objectification
Occurs when women are treated like objects at men’s disposal.

Example: Samantha, a fourth-year doctoral student in astronomy, is presenting at a poster conference. She notices that many men are approaching her. They ask her surface level questions and do not fully engage with her research. Samantha worries that she is being approached due to her gender and/or appearance. The following year, Samantha wears glasses, pulls her hair back, and wears a pantsuit, in order to appear more “professional.”

Message conveyed: Women are solely valued for their appearance, rather than their intellect.

Traditional gender role prejudice and stereotyping
Occurs when expectations of traditional roles or stereotypes are conveyed.

Example: Kaitlin is a doctoral student studying biochemistry who recently had a baby. She asks a male professor for a recommendation letter for an externship. The professor denies Kaitlin, stating that he believes her role as a mother will interfere with her career in STEM.

Message conveyed: Women do not belong in the STEM workforce. A woman’s role is to serve as a wife and mother.

Use of sexist/heterosexist language
Terms that exclude or degrade women and LGBTQ persons.

Example: Sarah and Tim are first-year doctoral students in mechanical engineering. Tim asks Sarah, “Why didn’t you pick a lady engineering field, like biology?”

Message conveyed: STEM fields where women are more represented, such as Biology, are lesser than predominantly male fields.

Sexist, racist, or homophobic jokes
Crude jokes about marginalized groups

Example: Dr. Hill, a Black woman, is hired as a faculty member in a chemistry program. She is the only faculty member in the program who is a Woman of Color. Joanna, Caleb, and Nate, three doctoral students in the program, are discussing her hire. Caleb says “let’s just hope she doesn’t do any grading while she’s on her time of the month.” As a woman, Joanna is offended by this joke.

Message conveyed: Women are too “hormonal” or “emotional” to hold leadership positions, particularly in academia.

MICROASSAULTS

Microassaults include blatant verbal, behavioral, or environmental attacks that are discriminatory towards marginalized groups. These overt displays of racism, sexism, or homophobia are intended to hurt the target. Using slurs or displaying visual representations of bigotry, such as swastikas, are examples of microassaults. 

Microaggressions are ubiquitous for people with marginalized identities. For diverse women in STEM, where the presence of women is already slim, the consequences of cumulative microaggressions can be serious.

Mental health: Microaggressions have been linked to negative mental health symptoms, such as depression, anxiety, and negative affect (Nadal, Griffin, Wong, & Hamil, 2014). 

Social isolation: Women in STEM, particularly Women of Color, often lack a network of people who share their gender/racial identity. Without having people to relate to, they may feel alone and lack a sense of community and belonging (Anderson, Sanchez, Reyna, & Rasgado-Flores, 2020). 

Pressure to prove ability and competence: Microaggressions that convey to women and People of Color that they are less intelligent may lead to feelings of pressure to prove their ability to succeed in STEM (Anderson, Sanchez, Reyna, & Rasgado-Flores, 2020). 

Trauma: Microaggressions, including racial microaggressions, may predict trauma symptoms (Nadal, Erazo, & King, 2020). 

Because many microaggressions are unintentional and unconscious, individuals who enact them may be unaware of their impact on others. Strategies exist to bring microaggressions to the awareness of the person sending these messages. They are called micro interventions, or “everyday words or deeds, whether intentional or unintentional, that communicate to targets of microaggressions their value as a person, affirmation of their identities, support and encouragement, and a sense of belonging” (Sue et al., 2019, p. 128). Examples of microinterventions that can be used by the targets of microaggressions can be found in the Gender and Sexual Minorities module.

It is not, nor should it be, the responsibility of individuals who experience oppression to educate others or stop discrimination. Additionally, women, People of Color, and other marginalized groups in STEM may feel unsafe confronting microaggressions. They may fear retaliation from advisors, mentors, or other people in power. 

Because of this, the following examples demonstrate how bystanders, those who are present but not involved, may use microinterventions to express their support to individuals in STEM with minority identities. These strategies can be adapted by the target of the microaggression should that person feel safe and empowered to advocate for themselves.

Individuals who experience microaggressions often internalize them, leading to the above negative effects. Here are some strategies suggested by women of color in STEM graduate programs for combatting this (from Wilkins-Yel, Hyman, & Zounlome, 2019). 

Seek Support and Regain Control 

• Focus on what is within your control. 
• Find ways to “let out” your feelings through writing or talking to someone you trust. 
• Establish a trustworthy support network through peers, colleagues, and faculty. 
• Expand your support network beyond your academic department. Join professional organizations for individuals with your identities, attend conferences, etc. 
• Let your work “speak for itself.” Continue to have confidence and speak up. 
• Remember that you are not alone in your experiences. There are many others with minority identities in STEM who can relate and are “in your corner.” 

Recall your strengths 

Remember that admission into a STEM program is a difficult feat. It is an accomplishment that reflects hard work, dedication, and skill. Despite challenges and doubts, it is important to remember the abilities and talents that brought you to where you are. 

Change the field 

Remember that your hard work is paving the way for future students. Your visibility in STEM programs makes a difference. 

For a more in-depth understanding of how microaggressions uniquely affect Women of Color and ways to externalize their impact, visit Challenges Faced by Women of Color. Other modules to visit include Gender and Sexual Minorities, Coping and Coping Efficacy, and Mental Health and Wellness.

Individuals in STEM with marginalized identities in terms of gender, race, sexual orientation, disability, etc. may encounter microaggressions, which can be painful. Remember that there are ways to cope. Whether that includes advocacy, social support, or coping skills, it is important to be compassionate towards yourself.

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