In this dissertation, I developed and validated the workplace racial microaggressions scale for Asians and Asian Americans, WRMS-AAA. This new scale measured the frequency of general and stereotype-based microaggressions that Asians experience in the workplace. General microaggressions are subtle forms of discrimination that could pertain to other minority groups, whereas stereotype-based microaggressions are subtle forms of discrimination that are based on stereotypes of Asians. In Phase 1, items were generated based on extant literature. These items were refined based on the feedback provided by subject matter experts who rated these items on relevancy, clarity, and provided other open-ended feedback. In phases 2 through 5, 351 participants completed a battery of measures including the WRMS-AAA and other measures to assess convergent, discriminant, and concurrent validity. These participants were then randomly split into two sample groups. In phase 2, an exploratory factor analysis using data from sample one (n = 180) revealed a four-factor structure for the WRMS-AAA. Two of these factors were general microaggressions, mistaken identity and not recognized, and the other two factors were stereotype-based microaggressions, ascription of math competency and submissiveness and lacking communication skills. In phase 3, using data from sample 2 (n=171) a confirmatory factor analysis provided further support for the four-factor structure. Both samples provided good internal consistency. In phase 4, the two samples were combined to examine the convergent and discriminant validity of the WRMS-AAA. The WRMS-AAA was highly related to the Workplace Incivility Scale (Cortina et al., 2013) and the Racial and Ethnic Microaggressions Scale (Nadal, 2011), providing support for convergent validity. There was little to no correlation between the WRMS-AAA and social desirability, and there was a weak positive correlation between the WRMS-AAA and neuroticism, providing support for discriminant validity. In phase 5, the WRMS-AAA was correlated with organizational outcomes. The WRMS-AAA was negatively correlated with organizational support, commitment, and job satisfaction. Additionally, the WRMS-AAA was positively correlated with intention to quit and burnout. These correlations provided evidence of concurrent validity, further establishing the validity of the WRMS-AAA. Subtle forms of discrimination are different from explicit discrimination, in that they can be elusive. The WRMS-AAA is one of the only known scales to measure the general and specific subtle forms of discrimination in the workplace. Results and implications of this research are discussed.

Exposure to hate, racism, discrimination, and microaggressions is prevalent on college campuses, and such exposure also occurs beyond the context of the college campus, whether involving police violence against Blacks, in particular, as well as Hispanics. Also, the COVID-19 pandemic year of 2020 saw a rise in hate and violence toward Asians. The present study aimed to identify the significant predictors of a high prevalence of experiences of microaggressions for Black, Latinx, and Asian students enrolled in college during the pandemic whether at the undergraduate or graduate level in the United States (U.S.). A total of 341 participants (mean age=26.62, female=40.6%, Black/Latinx=54.5%, Asian=45.5%, U.S. born=66.9%, ever attended Historically Black Colleges or Universities/Hispanic Serving Institutions (HBCU/HSI)=52.2%) participated online, having been recruited via a social media campaign and asked to complete the I EXPERIENCED HATE Survey. Independent t-tests indicated that U.S. born respondents experienced significantly more microaggressions (mean=1.91, SD=.843) than non-U.S. born (mean=1.62, SD=1.016; t=-2.595, df=190.5, p=0.01), and those who ever attended an HBCU/HSI experienced significantly more microaggressions (mean=1.97, SD=0.705) compared to those who never attended HBCU/HSI (mean=1.65, SD=1.073; t=-3.247, df=275.8, p=0.001). Pearson’s correlations showed that a higher level of experiencing microaggressions was significantly correlated with lower rating of college climate (r=-.185, p=.001), higher stage of change for coping and responding to racism and oppression (r=.182, p=.001), higher or more frequent experiences of hate (r=.397, p=.000), and higher stressful and traumatic impact of hate (r=.325, p=.000). Backwards stepwise regression analysis indicated that the significant predictors for a high prevalence of experiences of microaggressions were ever attending an HBCU/HSI (b=.447, SE=.109, p = .000), more experiences of hate (b=.360, SE=.059, p=.000), and more stressful and traumatic impact from hate (b=.131, SE=.052, p=.013). However, the final model explained 26.3% of the variance (adjusted R2=.263). This suggests that future studies should identify additional independent variables for inclusion. The present study findings supported the initial anticipated findings that Black, Latinx, and Asian students who had more frequent hate experiences and had more and higher negative stressful/traumatic impact from hate experiences would significantly predict the high prevalence of experiences of microaggressions. Implications of findings are discussed.

There is a rationale for investigating the impact of racism and discrimination on adolescents and young adults in the United States. Racist or discriminatory experiences within educational settings, as well as in their communities, place Black, Indigenous, and People of Color (BIPOC) students in a precarious position. This study examined potential factors related to high frequency of exposure to school-based racial and ethnic microaggressions, including: teacher cultural competence, school disciplinary structures, everyday discrimination, the race-related stress potentially associated with these experiences for BIPOC adolescents and young people, as well as mental health impacts. Through an online social media campaign, Black, Indigenous, and People of Color (BIPOC) ages 18-25 were surveyed (N = 287), recalling experiences in high school and society with racism, microaggressions, and discrimination. The study sought to identify predictors of school-based racial and ethnic microaggressions. While controlling for social desirability, findings showed how having experienced a higher frequency of school-based racial and ethnic microaggressions while in high school was significantly predicted by various factors, such as: (1) older age; (2) darker skin; (3) lower education; (4) less teacher cultural competence; (5) more discrimination; (6) less fair discipline; (7) greater race-related stress; (8) better mental health during the past year; and (9) higher drop-out rates or consideration of dropping out due to racism. Additionally, participants experienced moderate levels of depression, anxiety, and trauma in the past year due to race. The study provides future researchers with a set of measures for examining what BIPOC students endure in school settings, along with the frequency and impact of such encounters with racism, microaggressions, and discrimination. This research is especially useful for the fields of counseling and education, given implications for meeting the needs of BIPOC adolescents while they are in high school, in order to address their experiences with racism, microaggressions, and discrimination—and to prevent drop-out from high school. The needs of BIPOC young adults also need to be addressed, given evidence of an impact for young adults beyond their high school years from school-based racial and ethnic microaggressions—which are compounded by exposure to societal-wide racism, microaggressions, and discrimination.

Thesis advisor: David L. Blustein / Education is often thought of as the great equalizer that is capable of offsetting societal inequities (Holmes & Zajacova, 2014). Elite universities are characterized by the most selective admissions criteria, and attendance at these universities often provides access to the social capital necessary to pursue prestigious careers. Research shows that Black students attending elite universities experience racism while on campus (Torres & Charles, 2004; Warikoo, 2018). Scholars have also found that the experience of racism negatively impacts Black student’s well-being (Neville et al., 2004). However, little is known about what happens when Black students at elite universities graduate and enter the workforce, especially the ways in which they experience racism at work. Therefore, the purpose of this study was to better understand the ways in which experiences of racism at work impact on well-being and work-fulfillment for Black graduates at elite universities and to examine potential factors that may protect against racism. Black graduates of elite universities (N= 1,010) were invited to complete measures that assessed racial microaggressions (Racial and Ethnic Microaggressions Scale), racial identity (Black Racial Identity Attitudes Scale), racism-related coping strategies (Racism-Related Coping Scale) well-being outcomes (Mental Health Inventory and Satisfaction with Life), and work-fulfillment outcomes (Work Engagement and Job Satisfaction). The present study used structural equation modeling and findings were mixed. However, the results revealed that particular experiences of racism at work negatively impact both well-being and work-fulfillment. The results of moderation analyses showed that racial identity may serve as a protective factor against experiences of racism at work for Black graduates of elite universities. Implications for research, practice and policy, as well as study limitations are presented. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Subtle occurrences of discrimination, insults, and slights against gender can impact woman of all ages, although little research has been done on the mental health impacts of these events on adolescents or middle-aged women. Additionally, a person’s own views on sex roles and sexism may impact how these events affect them. The following study examined the relationship between mothers and daughters on variables related to ambivalent sexism, gender-based microaggressions, and anxiety and depression. One hundred two mothers and their adolescent daughters completed various online surveys through the use of a Qualtrics panel. The sample was fairly representative, with respondents varying in social class, age, religious preference, and geographical location. Mother and daughter participants separately completed various online measures related to microaggressions, sexism, and mental health. Results indicated that mothers and daughters reports of mental health outcomes, experiences of microaggressions, and ambivalent sexism were very correlated. Additionally, for both mothers and daughters, there was a positive correlation between experiences of gender-based microaggressions and increased symptoms of anxiety and depression. A moderation analysis was done to see if a women’s level of benevolent sexism acted as a moderator to the relationship between experiences of microaggressions and mental health. Although no significant interactions were found, the results did approach significance for the dependent variable of mother’s depression. This study highlights the occurrence and impact of gender-based microaggressions on two under-researched populations, and also begins to explore how views about gender roles may interact with mental health.

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The gender binary is a pervasive idea in society which suggests that there only exist two genders – man and woman. The wide array of differing gender identities would suggest otherwise. Identifying as nonbinary means that you reject the gender binary and identify somewhere between, in both, or beyond the binary. However, research on nonbinary identities has been relatively scarce which suggests an importance of furthering the knowledge in the area. This study aims to examine how nonbinary students navigate their identity at university in Sweden. This is done by examining and trying to understand (1) their experience and treatment by peers and teachers, (2) how they manage these experiences at university, and (3) the experiences that obstruct and facilitate their navigation of their identity. To answer the aim, semi- structured interviews with 6 participants were conducted and analyzed with the help of thematic analysis. The empirical data was analyzed through the lens of cisnormativity, which refers to the idea that everyone’s gender identity is and should be congruent with the one assigned at birth. The findings shows that while nonbinary students in Sweden have generally good relations towards peers and faculty, they are all exposed to microaggressions in the form of misgendering, deadnaming, and invalidating experiences. To manage these discriminating interactions, they develop strategies in the form of preventive measures, avoiding confrontation, confronting behavior as well as the responsibility to educate. The experiences of facing these obstacles as well as the exclusion and erasure of nonbinary identities, was easier facilitated with the support and kinship from peers and faculty. These findings emphasize the importance of removing the burden of responsibility from nonbinary people by normalizing gender identities outside the binary and inviting them into the master narrative of cisnormativity.

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