This research sought to test the notion that the non-cisgender population experiences an inordinate toll in regard to their mental well-being as a result of inaccurate or incomplete classification of their self-identified gender identity among US college students (N = 591). In accordance with the previous literature, the non-cisgender population experienced a significant increase of perceived experience of microaggressions and internalized symptoms. Contrary to expectations, there was no significance found for rates of identity distress. Previous literature did not reflect a significantly lower score of challenging the binary for Caucasians in relation to Hispanic and Asian ethnicities, as this research revealed. This research indicates that while non-cisgender persons do experience higher rates of perceived microaggressions and identity related concerns, there is a previously accounted for variance in ethnicity and cisgender identities (male and female).

Racism and microaggressions have proved to damage individuals’ physical and mental health and continue to exist worldwide today. Within the nursing context, minority nursing students are likely to experience racism and microaggressions and lack the privilege of learning in a healthy environment. There were no current interventions to support students; however, virtual simulation was found to have enhanced learning outcomes. This research explored the perceived effectiveness of a virtual simulation and debriefing to navigate racism and microaggressions for undergraduate nursing students at an Ontario University. The virtual simulation adhered to the International Nursing Association for Clinical Simulation and learning (INACSL) standards. Kolb’s Experiential Learning Theory (ELT) was the conceptual framework guiding the study’s structure. Multiple methods research incorporating the Simulation Effectiveness Tool-Modified survey for quantitative data collection and semi-structured interviews on perceptions of the CAN-Sim Cultural Humility and Intersectionality for Psychological Safety debriefing framework for qualitative data collection was completed. Data collection took place over three months (October – December 2021) and after participants completed the survey (n = 39) and semi-structured interviews (n = 2), statistical and thematic analyses were completed. Findings from the survey indicated the virtual simulation as having a positive impact on learning ranging from prebriefing, scenario, and debriefing content. Findings from the semi-structured interviews included common themes of emotional competence, cognitive change, and comprehensiveness related to the debriefing framework. Future research on evaluation tools focusing on racism and microaggression or other sensitive topics was suggested and suggestions on the future use of the debriefing framework was provided.

The three studies presented in this dissertation generated new insight about the attitudinal ableism experienced by people with mental illness, substance use, and physical disabilities. First, the purpose of study one was to synthesize existing evidence about the implicit (unconscious) biases toward people with mental illness. Extensive academic database searches were performed and 19 articles were selected for review. Main findings from the review indicated that 63% of the participant samples showed an implicit bias against people with mental illness. Further, the implicit biases were positively correlated with explicit desires for social distance in two studies and were not improved by interventions or prior contact in six studies. Second, the purpose of study two was to investigate potential mediators in the pathway between perceived stigma and internalized stigma among people with substance use disorders. A total of 125 individuals completed the survey packet. Results indicated that overall social support (particularly affectionate social support) and maladaptive coping behaviors were significant mediators of the pathway. Personality characteristics, overall coping behaviors, adaptive coping behaviors, emotional/informational social support, and tangible social support were not significant mediators. Third, the purpose of study three was to validate and expand upon existing research on the microaggressions perceived by people with physical disabilities. The third study was also an initial exploration into the applicability of Glick and Fiske's (1996) theory of ambivalent sexism in conceptualizing ableist microaggressions. Specifically, Glick and Fiske's (1996) theory was used as a framework for conceptualizing ableist microaggressions as examples of ambivalent ableism, characterized by hostility and benevolence toward people with disabilities. Twelve individuals with visible, physical disabilities were interviewed about their microaggressive experiences and the personal impacts of being targets of ableism. Participants' experiences were coded and categorized as representing hostile ableism, benevolent ableism, or impact on the target. Hostile microaggressive experiences included othering, victimizing, and desexualizing; benevolent microaggressive experiences included helping and infantilizing; and impacts on the target included passing/covering and internalizing. Finally, implications related to research, education, and practice for each of the three studies were discussed in the concluding chapter of this dissertation.

This narrative inquiry explores how Black tradeswomen negotiate the intersections of race and gender in their long-term careers in the U.S. building trades. Much of the literature on women and minority groups in the trades has focused on the success, or lack of success, of these groups in apprenticeship programs. To my knowledge, none has collected rich data focused on the long-term retention of Black women in the trades, nor has any discussed the personal, interpersonal, and institutional strategies this non-traditional group uses to continue working in the construction industry. This study draws on theory and empirical studies from the fields of Peace and Conflict Studies, Black Studies, Gender Studies, Labor Studies, and Psychology to provide a nuanced analysis of the systemic nature of Black tradeswomen’s struggles for gender and racial equity within the workforce, and elucidates the personal, interpersonal, and institutional strategies these women have developed to continue in this field. In-depth interviews conducted with fifteen tradeswomen revealed how they described and made sense of (1) their experiences of entering the trades and how their experiences in the trades changed over time; (2) barriers to their continued success as tradespeople; and (3) the skills and knowledge they developed to sustain themselves professionally. Findings include recommendations for interventions at the levels of pre-apprenticeships, apprenticeships, foremen, and higher to support the retention and promotion of Black tradeswomen in the industry. Tradeswomen highlight the necessity of combining anti-racist and anti-sexist struggles to promote greater inclusion of non-traditional workers. Black tradeswomen illuminate the importance of the cultivation of self-esteem and personal networks on and off the job as mitigating factors in a microaggressive work environment.

This narrative inquiry explores how Black tradeswomen negotiate the intersections of race and gender in their long-term careers in the U.S. building trades. Much of the literature on women and minority groups in the trades has focused on the success, or lack of success, of these groups in apprenticeship programs. To my knowledge, none has collected rich data focused on the long-term retention of Black women in the trades, nor has any discussed the personal, interpersonal, and institutional strategies this non-traditional group uses to continue working in the construction industry. This study draws on theory and empirical studies from the fields of Peace and Conflict Studies, Black Studies, Gender Studies, Labor Studies, and Psychology to provide a nuanced analysis of the systemic nature of Black tradeswomen’s struggles for gender and racial equity within the workforce, and elucidates the personal, interpersonal, and institutional strategies these women have developed to continue in this field. In-depth interviews conducted with fifteen tradeswomen revealed how they described and made sense of (1) their experiences of entering the trades and how their experiences in the trades changed over time; (2) barriers to their continued success as tradespeople; and (3) the skills and knowledge they developed to sustain themselves professionally. Findings include recommendations for interventions at the levels of pre-apprenticeships, apprenticeships, foremen, and higher to support the retention and promotion of Black tradeswomen in the industry. Tradeswomen highlight the necessity of combining anti-racist and anti-sexist struggles to promote greater inclusion of non-traditional workers. Black tradeswomen illuminate the importance of the cultivation of self-esteem and personal networks on and off the job as mitigating factors in a microaggressive work environment.

One area of identity that challenges dominant ideals of professional, neat, or appropriate appearance is Black hair. Although Black hair expression is frequent in media, politics, and pop culture, there still remains a perceived stigma surrounding its presence in positions and environments (e.g. tenure positions or predominantly White institutions) that ironically promote a mission of diversity and inclusion. Black women, no matter their rate of graduation, level of intellect, status or achievement are not exempt from the challenges of bias, perception, stigma, stereotype or marginalization within majority White hierarchal spaces such as the academy. This includes Black female faculty who hold positions of high status, such as tenure. The presence of Black hair expression in these positions challenges others, as well as Black women, to accept images of Black beauty and Black identity. This study aims to explore how tenured Black female faculty navigate professional challenges with hair expression surrounding identity (i.e. sexism and racism) and the value of the Black visage in the academy. In addition, this study investigates and brings attention to current thoughts on Black hair perception, microaggressions, stigma, stereotype, and assimilation issues that Black female faculty experience with their hair as they navigate the academy.

The purpose of our study is to investigate the afroswedish women and their experiences with racism within the media industry. Through previous research, theories and real life stories that afroswedish women, who worked or works within this branch, have attempted to acquire insight of the phenomenon (everyday) racism and how it comes to expression according to the perspective of black women in Sweden. The documented experiences have shown to be a process that constantly occurs, consciously and subconsciously, in the life of black people in Sweden based on privileges. These privileges derive from postcolonialism and have their origin in the white superiority performed against others. This study has demonstrated the afroswedish women working place and its environment, where both positive and negative experiences, always indicated a basis in racism. The result has been discussed with support from previous research and our carefully chosen theories - intersectionality and anti black racism. In our final discussion, we have gathered all data to subsequently highlight our participants' experiences which has shown that the influential media industry needs to continue working against racism.

Findings from Travis J. Bristol’s research article, “To Be Alone or In a Group: An Exploration into How the School-Based Experiences Differ for Black Male Teachers Across One Urban School District,” found that Black teachers who were in “Groupers schools,” those with four or more Black male teachers in the building, had a different experience than teachers who were in Loner-schools, those with one Black teacher. Loners from the Bristol study believed that being a Black teacher created apprehensions towards them from their white colleagues and reported having a greater desire to leave their schools than those teachers who were in buildings where there were groups of Black teachers. These findings are a forewarning for predominantly white school districts, buildings, administrators, and colleagues, to pay closer attention to the “Loners” in their building and begin to recognize how this can be an issue for Black teachers and further, impact future recruitment and retention levels for this population. This study examines the Lone Black Educators' lived experience/s to better understand their “position,” outlook, and approach to their role. The phenomena of this subpopulation were captured using a survey and qualitative interviews. Descriptive statistics and theme analytics captured and summarized the data from three sets of participants: Lone Black Female Educators (survey participants), Lone Black Educators from an urban school district, and white allies of the Lone Black Educators in the urban school district. The findings from this study disclosed four critical components that have shaped the negative experience/s of being a Lone Black Educator; they include: (a) a lack of belonging within the school building culture, (b) microaggressions endured by white colleagues, (c) having to intervene more often on behalf of Black students due to being a Lone Black Educator, and (d) working in an oppressive system as educational leaders. This study provides another perspective of the Lone Black Educator experience; that is, the perspectives of white allies and co-conspirators. The data collected revealed that white allies and co-conspirators are fostered over time and require a reflective space to learn and continue the journey of racial self-identity. Their journey towards antiracism began at various stages of life; the journey towards allyship was motivated by seeing different forms of oppression occur to people with whom they had frequent interactions, including, but not limited to: family members, Black and Brown students in their classrooms and non-familial adults in their networks. This awareness and compassion further prompted these allies to establish a professional relationship with the Lone Black Educator in their building and/or school district. In an effort to provide a resource for Lone Black Educators and to dismantle the existing state of affairs for Lone Black Educators, four strategies have emerged from this research to help predominantly white school districts better support Lone Black Educators; the strategies include: 1. Conducting a district equity audit and applying the recommendations set forth, 2. Providing Diversity, Equity, and Inclusion Professional Development for all staff, 3. Providing access for teachers of color to affiliate with racial affinity groups, 4. Facilitating restorative justice practices for racial bias and microaggression conflict resolutions. These strategies serve as a framework for districts to consider using to identify, address, and positively impact the experiences of Lone Black Educators while also dismantling oppressive structures that keep other Black educators out of the school building and/or school district.

No description available.

Race- and gender-related contextual factors influence Black women’s sexual behaviors, attitudes, and outcomes. Contextual factors of Black women’s sexual behaviors include stereotypes, microaggressions, ethnic identity, and self-concept. Little to no research has examined race- and gender-specific microaggressions (i.e., gendered racial microaggressions; GRM) impact on Black women's sexual health. Responsively, using an intersectional approach, this study hypothesized that ethnic identity’s influence on the relationship between GRM and sexual behavior (i.e., condom use, lifetime sexual partners) is conditional on self-conceptualization moderated effect on ethnic identity and sexual behavior. Participants included 124 unmarried Black women, recruited from mTurk, a southeastern university and community. Moderated moderation analyses revealed the relationship between GRM and number of lifetime sexual partners is conditionally based on one's level of ethnic identity and self-conceptualization. Findings could potentially enhance existing HIV interventions by increasing awareness of GRM and implementing coping strategies to combat GRM’s effect on sexual behaviors.