The purpose of this phenomenological case-study research was to examine the experiences and impact of microaggressions on the academic and professional socialization of a diverse cohort of KINE graduate students (n = 11) and faculty (n = 3) at two land-grant research-intensive institutions of higher education. Of primary importance were the types of microaggressions and in what manner the encounters impacted the participants’ perspectives of their respective graduate programs.
Method:
To understand the participants’ respective perspectives, researchers used contemporary mixed-methods (quantitative and qualitative) data collection and analysis techniques. Specifically, individual and focus-group semi-structured interviews, critical incident reports and questionnaires protocols were implemented over a 3-year period. Moreover, qualitative data analysis included developing coding categories, analytic induction techniques and theme development. A classic model of the phenomenon known as microaggression and critical-social theory formed the basic framework for this research. Three distinct sub-categories of microaggression were examined: a) microassult, b) microinsult and c) microinvalidation. Quantitative data were analyzed and descriptive statistics, including means and frequency counts were generated with the use of the Predictive Analytics SoftWare (PASW) Package 19.0.
Analysis/Results:
Regarding experiencing microaggressions during their matriculation, participants described similar significant perspectives and critical incidents that highlighted their experiences with faculty, peers and individuals in their respective “university community”. Specifically, five significant themes emerged from the data (within the aforementioned framework and microaggression sub-categories): a) explicit marginalization, exclusion or isolation, b) implicit or passive marginalization, exclusion or isolation, c) forced to serve as the “native informer or authority” on diversity issues, d) peer, faculty or administrative inaction/acceptance of microaggressions and d)observing a culture of acceptable cultural insensitivity. Additionally, participants reported experiences, recommendations and “best practices” to navigating and dealing with microaggressions in a constructively and growth-oriented manner.
Conclusions:
In conclusion, this research provides evidence of the shared experiences of KINE graduate students and the impact of microaggressions from members of their respective “university community”. It is clear that microaggressions are impactful on graduate students regardless of respective diversity characteristics (i.e., gender, sexual orientation, ethnicity, etc.). Particularly, the impact of these experiences of cultural insensitivity and open hostility on the participants’ matriculation was investigated. The significance of this research lies in the dissemination of these findings, which in turn can lead to meaningful discussions among scholars and administrators regarding the appropriate manner in which KINE academic programs can work to ensure a departmental culture of support, respect and inclusion for all students.