It IS a Big Deal: The Impact of Microaggressions on LGBTQ Mental Health and Academic Success - PowerPoint Presentation

It IS a Big Deal: The Impact of Microaggressions on LGBTQ Mental Health and Academic Success Patrick Rock, PhD Glendale community college

Guiding Questions of this Talk What are LGBTQ m icroaggressions? How do microaggressions impact individuals’ mental health and academic achievement? What are the best practices for supporting students and colleagues who report encountering microaggressions?

What are LGBTQ Microaggressions?

Microaggressions: Defined “Microaggressions are behaviors and statements, often unconscious or unintentional, that communicate hostile or derogatory messages, particularly to members of targeted social groups.” (Nadal et al., 2016) Anyone—including members of other minority groups—can express microaggressions.

What makes microaggressions “micro”? Microaggressions typically … do not involve explicit conflict are brief and not the focus of the conversation Are difficult to detect, or to “prove” But the effects of microaggressions are far from micro

Types of Microaggressions

Implications that Being Gay or Trans is Bad, or Laughable “That’s so gay” “No homo!” Use of trans identity as the punchline of jokes “Ladies, gentlemen and, uh, everyone else.”

Denial of the Impact of Homophobia or Transphobia “You’re being too sensitive” “But you have marriage now!” You’re reading too much into that.” “Our school has a non-discrimination policy so you’ll be fine.”

Stereotypical Assumptions “You’re a lesbian? How come you’re not more butch?” “I would never have guessed you were trans!” “Oh good! I’m redecorating my house and I need a gay man’s sense of style!”

Backhanded Compliments and Awkward Excitement “You’re much too pretty to be a lesbian.” “You’re so brave!” You’re so strong! (in response to nothing beyond having an LGBT identity) ”Oh cool! I’ve never had a trans friend before!”

Discomfort with LGBT Visibility “Why do you have to be so touchy with your boyfriend?” “Why do we always have to talk about gender and sexuality?” “I’m fine with there being an LGBT event here but let’s not have it on the college homepage.”

Invasive Questions “So I guess you really like anal, huh?” “Wait, if you’re trans, do you have a penis or a vagina?” “How did your parents take it when you told them you were bisexual?

Refusal to Make an Effort “Using ”they” as a pronoun is just too hard. I’ve never done it before.” “You can’t expect me to remember that you’re gay.” “Logistically, it’s just too much work for us to put a chosen name on the roster.”

Expecting LGBT Students to Be the Educator Looking to LGBT individuals to be “experts” on all things LGBT (in the classroom, especially) Expecting LGBT students to confront problematic language or behavior in the classroom Asking LGBT individuals to educate you personally about an issue that you could research yourself (e.g., terminology)

Effects of Microaggressions

Associations with Psychological Distress Feelings of anxiety and stress; post-traumatic stress symptoms (Woodford et al., 2014; 2015; Robinson, 2014) Poorer self esteem, negative feelings about one’s LGBTQ identity (Wright & Wegner, 2012; Nadal et al., 2011) Feelings of anger and hopelessness (Nadal et al., 2014) Physical health stress outcomes (Huebner & Davis, 2007)

Associations with School Outcomes LGBT microaggressions are associated with sense of social isolation at school (Woodford et al., 2012) Students who feel their school is less LGBT inclusive earn lower GPA (Murdock & Bolch , 2005; Kosciw et al., 2013) Students who feel less safe in school miss more class and earn lower test scores in math and English ( Lacoe , 2016)

Why Do Microaggressions Hurt? They hurt because they are micro, not in spite of it. Ambiguity Anxiety over reactions if you speak up Loss of personal sense of integrity and authenticity Cumulative Stress

Microaggressions in the Community College Context In what ways might students at a CC be more at risk for the negative effects of microaggressions, compared to students at a four-year school? In what ways might students at a CC have more resilience or protection from the effects of microaggressions, compared to students at a four year school?

Best Practices

Things Not to Do… Don’t question the person’s perception of the situation Don’t invalidate feelings Don ’ t over-apologize. If you screw up, apologize quickly and briefly, but don’t make the subsequent conversation about you.

Provide a Safe Space for All Emotions Allow space for anger and frustration—this is part of a healthy coping process Normalize and validate the person’s feelings

Build Resilience in LGBTQ People Support the individual in developing a sense of LGBTQ pride- – research suggests this protects people from the psychological effects of microaggressions (Woodford et al., 2014, Deitz , 2015) Help to make a self-care plan

Working with the Power Players Call “in”, rather than calling “out” when a superior makes a problematic comment Build power by connecting with others on your campus and approaching key players as a group

Collect Both Narratives and Numbers Quantitative data will move some power players Narratives of affected individuals (even anonymous narratives) will prove compelling to others Present both in your appeals for change

Get Involved in the Implementation of AB 1018 Requires community colleges to document success rates of LGBT students across desires outcomes (e.g., transfer, degree completion) But … does not require any specific intervention or even that the school spend money. This is a prime opportunity to engage administration in a broad audit of LGBT resources on campus and to advocate for LGBT student success interventions. Be the squeaky wheel!

Questions and Discussion