Microaggressions: Mega problems or micro issues? A meta-analysis

Women's Educating and Coping Strategies for Cultivating Supportive Web-Based Spaces for Discussing Sexual and Reproductive Health: Co-Design Study

BACKGROUND

Stigma surrounding women's sexual and reproductive health (SRH) often prevents them from seeking essential care. In South Korea, unmarried women face strong cultural taboos, increasing their risk for conditions such as pelvic inflammatory disease, infertility, and cervical cancer. While many unmarried women turn to web-based communities for support, these spaces frequently expose them to microaggressions, further discouraging their access to health care and worsening their health risks.

OBJECTIVE

We aimed to encourage a safe space for seeking support on the culturally taboo topic of SRH by counteracting and reducing web-based microaggressions. We sought to make these last-resort safe spaces supportive by reducing and preventing microaggressions, fostering coping strategies, and educating rather than solely punishing perpetrators.

METHODS

We conducted co-design sessions with 14 unmarried Korean women. In the first co-design session, we introduced the term microaggression and collaborated with participants to create base design components aimed at countering and preventing microaggressions. In the second co-design session, participants initially viewed examples of microaggression comments, then designed using the provided base design templates inspired by their suggestions from the first session and finally designed for a scenario where they would be seeking support. We analyzed co-design session transcripts using inductive and deductive methods.

RESULTS

Our analysis revealed 6 goals addressing coping strategies, educational approaches, and cultural characteristics shaping participants' designs. Reflective coping strategies were supported through designs that numerically indicate positive support and provide holistic views of diverse perspectives, helping participants reassess provocative situations with cognitive clarity. Suppressive coping strategies were fostered by encouraging less-emotional responses, empowering participants to address microaggressions logically without self-blame. Educational approaches emphasized fostering shared awareness of microaggressions and providing respectful education for perpetrators about the harm their words can cause. Participants suggested counterspeech mechanisms, including rephrasing suggestions and public educational resources, to balance education with freedom of expression. They also proposed that forum-approved experts guide discussions to ensure accurate, empathetic responses and support users in addressing nuanced situations effectively. Cultural characteristics heavily influenced these goals. Participants noted the nebulous nature of microaggressions, their reluctance to burden their social support network, and societal perceptions of women as overly emotional-all of which shaped their desire for designs that enhance logical justification. For example, participants preferred tools such as expert-led discussions and comprehensive perspectives to rationalize their experiences while reducing stigma.

CONCLUSIONS

Our work advocates for prioritizing educational and explanatory approaches over punitive detection and deletion measures to create supportive web-based spaces for individuals discussing stigmatized SRH. By integrating culturally informed coping strategies, counter speech mechanisms, and educational designs, these tools empower microaggression targets and allies while fostering reflection and behavior change among perpetrators. Our work provides a first step toward counteracting microaggressions and ultimately encouraging women to seek the needed SRH care.

State of the Science on Racial Microaggressions

Despite racism being widespread and research evidence of racial disparities growing, those who lack the lived experience of racial oppression often find it difficult to acknowledge this specific phenomena due to in-group bias and social learning, among other reasons. The devaluing of this research topic within psychology and greater scientific skepticism around the construct continues to undermine research on racism and microaggressions. The science of microaggressions has advanced significantly in conceptual and theoretical clarity over the last 15 years. Many initial assumptions about the nature of microaggressions have since been found to be incorrect. This state of the science review addresses these concerns by reviewing the concept, validated measures, physical and mental health impacts, critiques and misinformation, recommended strategies and interventions, and clinical implications. We propose future research directions to help advance the scientific study of racial microaggressions.

Employment equity groups' experience of inclusion and commitment to the CAF

The Canadian Armed Forces (CAF) are subject to the Employment Equity Act, which requires federally regulated employers to identify and eliminate barriers to the employment of designated groups (women, Indigenous peoples, persons with disabilities (PwD), and racialized members), and establish short-term, numerical goals to address underrepresentation. Addressing employment barriers experienced by these equity seeking groups is one of the CAF's key priorities. The objective of this study is to examine group differences in feelings of inclusion (i.e., relatedness, organizational inclusion, and microaggressions) and retention-related measures (i.e., job satisfaction, affective commitment, and intentions to leave), the contribution of feelings of inclusion to retention measures, and the effect of numerical representation and number of marginalized identities on these concepts. We analyzed data from the 2022 Your Say Matters survey, which was administered to a representative sample of CAF members, with oversampling of under-represented groups. Respondents included 4,483 Regular Force members (30.9% response rate). The groups under study included Indigenous members, persons with disabilities, racialized members, women not part of another group (non-Indigenous, non-racialized, women without disabilities), and everyone else (non-Indigenous, non-racialized, not women, without disabilities). Our hypotheses were supported overall, such that groups with less representation in the CAF scored lower on inclusion measures than groups with more representation. The number of marginalized identities held by military members predicted the inclusion measures, but did not predict retention-related measures. There were some group differences on retention-related measures, such that women not part of another group scored more favorably than other designated groups, and racialized members scored more favorably than PwD and Indigenous members. Inclusion measures predicted job satisfaction, affective commitment, and intentions to leave equally for all groups studied, suggesting that feeling included is important for all.

Where's the BIPOC Blueprint for Healthy Youth Development? The Role of Scientific Omissions in Our Struggle for Science Translation and Racial Equity in the United States

Prevention Science seeks to advance the prevention research and to translate scientific advances into the promotion of healthy development for all youth. Despite tremendous progress creating a robust evidence-base and set of translational tools, elaborations and expansions for equity are required. Our collective errors of omission as prevention researchers have left prevention practitioners and policy-makers without sufficient information to identify strategies that have been demonstrated to prevent behavioral health problems in young people who identify as Black, Indigenous, or other People of Color (BIPOC). We first describe the current shortcomings of available evidence, and then we call for individual and collective action to conceptualize equity-enhancing prevention, sample more inclusively, and improve analytic approaches such that we can truly promote the healthy development of all youth.

Competence-Questioning Communication and Gender: Exploring Mansplaining, Ignoring, and Interruption Behaviors

Competence-questioning communication at work has been described as gender-linked (e.g., mansplaining) and as impacting the way women perceive and experience the workplace. Three studies were conducted to investigate how the specific communication behaviors of condescending explanation (i.e., mansplaining), voice nonrecognition, and interruption can be viewed as gender-biased in intention by receivers. The first study was a critical incident survey to describe these competence-questioning behaviors when enacted by men toward women in the workplace and how women react toward them. Studies 2 and 3 used experimental paradigms (in online and laboratory settings, respectively) to investigate how women and men perceive and react to these behaviors when enacted by different genders. Results demonstrated that when faced with condescending explanation, voice nonrecognition, or interruption, women reacted more negatively and were more likely to see the behavior as indicative of gender bias when the communicator was a man. Implications for improving workplace communications and addressing potential gender biases in communication in organizations are discussed.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10869-022-09871-7.