The history of Harlem as an epicenter of Black Culture can be traced to the late 1800s, with initial African American migrants to Harlem who were solidly middle and upper class. These migrants made the neighborhood their home, establishing businesses and investing in the community, but after the economic downturn of the 1970s and the rise in social problems, many fled. In the late 1990s and early 2000s, cities across the United States, including New York, experienced a resurgence. This resurgence in New York City did not exclude Harlem. Using multiple techniques: observation; informal, semi-structured, individual, and group interviews; spot observations; autoethnography; and archival research. This eleven-year study documents the lives of the Black Elite Who Chose to Stay in Harlem, reviewing the rationale behind their staying. Some factors included a sense of belonging, fleeing microaggressions, leveraging class status to confront macroaggressions, and maximizing the economic opportunity of moving to a prime undervalued asset. Engaging anthropology, Women’s studies, Black studies, and American studies, this study defines elites through the use of case studies and responses from the participants.

As the nation becomes more multicultural, more research has inquired into the identity development of diverse individuals through their racial identity. The presence of racism and microaggressions presents an interesting obstacle in underrepresented groups’ identity development. Microaggressions, which are ambiguous slights toward a member of a minority group, have become more prevalent in society and have caused a shift in how victims of these aggressions cope and integrate these experiences into their racial identity. Much research has focused on how these daily insults affect health in terms of lower life expectancy, however there is a lack of research regarding how individuals cope with these experiences and incorporate them into their racial identity. The purpose of this study is to determine how individuals cope and grow in their racial identity through the examination of racism narratives. Because narrative storytelling is a powerful factor in individuals’ identity development, this study analyzed 46 African American and Hispanic American racism narratives on 4 narrative constructs: elaboration, coping, effects of racism, and growth. These narrative constructs were coded and correlated with the following questionnaires: Bicultural Integration Scale, the Cross Ethnic /Racial Identity scale, and the Identity Distress Scale. Results found that individuals who showed more depth, growth, and positive coping in their narratives had more positive perceptions of their racial identity and more mature identity development. These findings indicate the importance of narrating traumatic racial experiences for African American and Hispanic American students as they cope with and grow from their racist experiences.

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This study examines the disadvantages that multiracial patients face when seeking healthcare in the United States in comparison to the disadvantages encountered by monoracial minority patients. Specifically, this study mainly focuses on the impacts of racial microaggressions within such medical settings. This was explored using a critical discourse analysis, analyzing discourse presented from past research published from 2014 to 2023. Discourse was collected based on its relevancy to the given topic and was analyzed to identify general disadvantages presented for each subpopulation. It was found that multiracial patients face different disadvantages when receiving medical care in comparison to monoracial minority patients. The data collected within this study can be utilized to better understand not only the overall impact of racial microaggressions on the multiracial community, but to also expose how this issue manifests itself within a healthcare setting, as well as provide the opportunity to analyze the differences in experiences between monoracial minorities and multiracial minorities. This may provide further insight into how such issues can be better identified and addressed in the future as the multiracial population continues to grow.

Racial microaggressions are a type of perceived discrimination entailing a brief pejorative message by a perpetrator, whether verbal or nonverbal, intentional or unintentional, about a target person that operates below the level of conscious awareness. Research supports a relationship between perceived discrimination and worse mental and physical health outcomes, with the literature centered mainly on non-Hispanic blacks. Less research exists on how perceived discrimination, specifically racial microaggressions, affects the mental and physical health of Hispanic/Latinos. This study examined how exposure to racial microaggressions, using an experimental design whereby a confederate delivers two types of racial microaggressions, influences affect and cardiovascular reactivity (CVR) among Hispanic/Latinos and non-Hispanic whites. Results revealed that the experience of racial microaggressions did not evoke larger and longer lasting emotional and physiological arousal among Hispanic/Latinos and non-Hispanic Whites. Future directions are discussed.

The problem of racial microaggressions in the United States has important implications for counseling due to the mental and physical health concerns individuals who experience them may develop. Although the current literature addresses racial microaggressions among Black individuals and implications for counseling, no qualitative studies that included the voices of Black individuals using relational cultural theory were found. Therefore, the purpose of this study was to explore the lived experiences of Black individuals who have encountered racial microaggressions and learn their perspectives on what counselors can do to help them in counseling. Adding this perspective will help fill this gap in counseling literature and aid counselors in promoting mental wellness among Black clients. Through semi structured interviews, 7 Black adults living in Florida shared their lived experiences with racial microaggressions and gave perspectives on how counselors can serve Black clients in counseling. Interpretive phenomenological analysis was the research design used in the study, in concordance the 6-step approach used to analyze the data, and relational cultural theory was the theoretical framework. The following 7 themes emerged from the study: lived experiences with racial microaggressions, emotional responses to racial microaggressions, intersectionality, coping with racial microaggressions, advocacy and social justice, neighborhood and community social support, and implications for counseling. These results provided implications for social change because they can add to counselors' knowledge on how to improve services to Black clients, which can improve their lives.

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Beginning in October 2015, student protests erupted at many U.S. colleges and universities. This wave of demonstrations prompted an ongoing national debate over the following question: what caused this activism? Leveraging existing theoretical explanations, this paper attempts to answer this question through an empirical study of the 73 most prominent college protests from October 2015 to April 2016. I use an original data set with information collected from U.S. News and World Report to determine what factors at these 73 schools were most predictive of the protests. My findings strongly suggest that the probability of a protest increases at larger, more selective institutions. I also find evidence against the dominant argument that the marginalization of minority students exclusively caused this activism. Using my empirical results, this paper presents a new theoretical explanation for the 2015-2016 protests. I argue that racial tensions sparked the first demonstration. However, as the protests spread to other campuses, they were driven less by racial grievances and more by a pervasive culture of political correctness. This paper concludes by applying this new theoretical framework to the budding wave of 2017 protests.

In this thesis I analyse the dynamics of youth, race and rurality by considering the life experiences of young people in relation to race and racism through a small –scale study I have conducted over eight months. The study also investigates the aspirations of eight black and minority ethnic young people living in the Scottish Highlands. The study found that young people’s experiences of racism and racial microaggressions were exacerbated by a ‘conspiracy of silence’ in which institutional actors such as service providers, who are there to support and encourage young people, have knowingly, or inadvertently, contributed to undermining, marginalising and excluding black and minority ethnic young people through misunderstanding or misrecognition of experiences of racialisation in rural areas. I observed how these minority young people engaged in strategies of resistance and resilience as a prevalent response when negotiating racist experiences and racial microaggressions. It was further evident that the deficient practices of institutional actors, such as teachers, youth workers and most service providers play a tangible role in perpetuating racism and racial discrimination in the Highlands. The study recommends that to reduce bias and discrimination against black and minority ethnic pupils requires a range of strategies ranging from enhancing teacher confidence in teaching and addressing different forms of racism, a need for teachers to have training on anti-racist education and pedagogical approaches, recruitment of black and minority ethnic practitioners for different service provision, recognition and promotion of the benefits of multilingualism and opportunities for white majority pupils to have greater exposure to diversity in rural Scotland.