Black Faculty’s Experiences with Microaggressions in Predominantly White Institutions: A Qualitative Descriptive Study

Abstract

AbstractOrganizational leaders are faced with the task of creating initiatives to address racial microaggressions in the workplace. The focal point of this study was Black faculty employed at predominantly white institutions (PWIs). The problem to be addressed by this study was that microaggressions continue to be perpetrated against Black faculty by White colleagues. The purpose of this qualitative descriptive study was to explore Black faculty experiences of microaggressions within the context of PWIs. Critical race theory (CRT) and microaggressions theory were used as a framework for this study. The guiding principles or tenets of CRT were counterstorytelling, the permanence of racism, and whiteness as property. The microaggressions theory was used to portray the everyday occurrences of verbal insults and subtle attacks of racism whether intentional or unintentional. The two research questions guiding the study were: 1) What are Black faculty’s experiences who have faced microaggressions from White faculty within the context of a PWI? and 2) How do Black faculty members cope with racial microaggressions from White faculty within the context of a PWI? To answer the research questions semi-structured interviews using Zoom were conducted with eight Black faculty employed at PWIs. Participants encountered racial microaggressions leading to these themes: a) inappropriate comments about color, b) social media’s role in microaggressions, c) forced to accept certain behaviors, d) struggles coping with microaggressions, e) barriers to change, and f) changes to improve. Based on the participants' experiences presented in this study and other supporting literature, institutional leaders should pursue ways to lessen or eliminate occurrences of racial microaggression in the working environment. Significant change must occur regarding how Black faculty are treated within the context of PWIs and leadership must acknowledge and reaffirm the value of diversity, equity, and inclusion in their institutions.