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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The need to arm targets, allies, and bystanders in the face of increased discrimination and political unrest is imperative to the well-being and mental health of minorities in the United States. Most recently, Sue and colleagues (2019) introduced “microinterventions” a taxonomy of anti-discrimination strategies that aim to disarm or counteract the experience of a microaggression and enhance overall psychological well-being (Sue, 2019). Utilizers of mental health services may seek treatment due to symptoms of depression, anxiety and/or PTSD related to repeated instances of microaggressions (Sue et al.,2007). The field of psychology must respond by sharing resources and providing identity affirming counseling to help clients process feelings of negative sense of self, helplessness, and internalized attitudes (Anderson & Stevenson, 2019; Miller et al., 2018). There is a significant gap in the psychological literature with regard to the effectiveness, benefits and associated outcomes of individual-level strategies and tactics to disarm and disrupt instances of microaggressions (Brondolo, Pencille, Beatty, Contrafa, 2009). The purpose of this study was to contribute to the multicultural and social advocacy literature by training individuals on microintervention tactics and utilizing qualitative methodology to evaluate participants experiences and outcomes. A pre and post design with short answer responses and a one month follow up was conducted using consensual qualitative research data analysis methods (CQR-M). The results of the study are discussed in terms of their applicability to multicultural workshops and trainings, clinical practice and future areas of microintervention and response strategy research.

African-American male students are systematically forced to confine themselves to the social construct that European-American society has developed for them. Actions, behaviors, and words that communicate this message spread both interracially and intraracially within schools and affect African-American males tremendously in terms of their identity development and personal well-being. While many studies examine the overt forms of racism and more obvious microaggressions that African-American male students encounter in their schooling, few look at the deep-seated forms of racism that are less noticeable but that have a disastrous psychological impact on these students. This study shows the effects on the psyche and development of the three African-American male students involved as they retrospectively recount their secondary school experiences. Portraiture is used to capture each participant’s story accurately and clearly while critical race theory is interwoven throughout as theoretical framework for this research. Using both critical race theory and portraiture, a complete examination of how racism occurs within schools and its effects on African-American males is shown.

With the rise of the number of immigrant children in schools across the U.S., education research has directed its attention to understanding these newcomers' social experiences at school. Though Brazilian immigrant populations are growing, research on their unique social experiences remains limited. Grounded in critical sociocultural theory, this interpretive phenomenological study shares the social experiences of four Brazilian newcomers in elementary school. Participants were adolescents who had immigrated to the U.S. as children and attended English-only and/or Dual Language Bilingual Education (DLBE) programs. As adolescents, participants were able to look back on their experiences as a newcomer in elementary school with greater perspective. Analysis of interview data reveal three main themes in Brazilian newcomers' experiences: (a) positive interactions with other Brazilian immigrant students; (b) microaggressions from non-Brazilian immigrant students; and (c) isolation due to the dominance of English at school. Findings underscore the importance of Portuguese-English DLBE programs as a place for Brazilian newcomers to support one another. Additionally, findings reveal the prevalence of microaggressions across English-only and DLBE settings, underscoring the need for schools and teacher preparation programs to equip teachers with tools to support these students' sociocultural competence in order to address microaggressions.

<p>Racial microaggressions are associated with multiple negative health outcomes, including increased distress, anxiety (Blume et al., 2012; Schoulte et al., 2011), and substance use (Su et al., 2019). The negative effects of racial microaggressions have been observed through daily assessments (Burrow & Ong, 2010; Ong et al., 2009; Swim et al., 2003). However, these studies have been conducted almost exclusively among Black adults. Thus, the first aim of the current study is to examine the impact of daily experiences of racial microaggressions on health outcomes among Black adolescents. Further, it is also important to examine factors that might influence the relationship between racial microaggressions and health outcomes. One factor that has received a considerable amount of attention is racial identity, with more recent studies examining the impact of racial identity profiles. Thus, the second aim of the current study was to explore variability in these risk pathways based on racial identity profiles. Participants were Black adolescents (N = 48; 79.2% girls; Mage=17.13). Respondents completed measures of racial identity at baseline and daily diary measures of racial microaggressions, depression, anxiety, aggression, and substance use for 14 days. Participants reported an average of 5.56 experiences of racial microaggressions per day. Neither concurrent or lagged-day associations between racial microaggressions and symptoms of depression or symptoms of anxiety were significant. Concurrent analyses indicated that the between-person effect of racial microaggressions on aggression was significant (estimate=0.345, SE=0.138, t=2.495, p=0.016), and that effect was still evident one day later (estimate=0.107, SE=0.040, t=2.686, p=0.007). The concurrent, within-person effect of racial microaggressions on cannabis use was also significant (OR=1.524, 95%CI[0.103, 0.740], p=0.010). Four racial identity profiles were identified (labeled race- focused, undifferentiated, integrationist, and multiculturalist) and a number of effects were significant within profiles. This study further highlighted that Black youth are experiencing an overwhelming number of racial microaggressions on a daily basis. Additionally, this project represents a crucial step in advancing our understanding of how racial microaggressions operate to influence health outcomes among Black adolescents on the daily level and highlights several areas for needed study and intervention. </p>

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This online COVID-19 pandemic era investigation with Black hypertensive adults (N=612) who were 93.6% U.S. born, 54.7% male, 44.3% female with a mean age of 37 years sought to identify predictors of self-ratings for being medication non-adherent and for racism and discrimination impacting engagement with medical providers. Findings showed over 70% were medication non-adherent on Morisky Medication Adherence Scale, and 49.3% self-classified as medication non-adherent. Regarding behaviors of following provider instructions for taking medication, maintaining appointments, and uninterrupted receipt of medication, these deteriorated during the pandemic, but improved by currently—as resilience; yet, maintaining appointments and uninterrupted receipt of medication were better currently than pre-pandemic. While social support was low and unchanged from before the pandemic to currently, social support with medications deteriorated during the pandemic, but improved currently. Participants rated providers as follows: having closest to moderate cultural competence; moderate level of discrimination; moderately high for discriminating against their personal demographics, identity, or appearance (e.g. 85.3% for being Black, 80.6% for skin color, 66% for hair); 64.5% exposed them to racism/ discrimination so it impacted engagement with providers for willingness to regularly attend appointments; and, low-moderate frequency of microaggressions related to being Black. Not surprisingly, moderate medical mistrust was found. Two backward stepwise logistic regression models highlighted recurrent predictors for medication adherence as being 1-less provider discrimination for demographics/ identity/ appearance, and 2-less frequent provider microaggressions for being Black; and, one highlighted higher provider cultural competence. In a third model, greater provider discrimination was a predictor of self-classifying for racism/discrimination impacting engagement with providers. Findings highlight less provider discrimination and less frequent microaggressions by providers as key experiences—such that lower levels of exposure to provider racism, discrimination and microaggressions emerge as powerful determinants of medication adherence. The study has important implications for the urgency of addressing providers’ racism, discrimination and racial microaggressions as factors playing a role in medication non-adherence and patients’ unwillingness to return for medical appointments. Training in cultural competence is vitally needed with specific attention in training to actually observing, addressing and changing providers’ behavior of enacting racism, discrimination, and microaggressions with Black hypertensive patients.

The study explored experiences of hate, hate crimes and microaggressions among diverse Asian adults living in the United States during the COVID-19 pandemic for a sample (N = 831) that was 26.7% Chinese, 13.6% Japanese, 13.4% Korean, 12.4% Taiwanese, 10.6 % Filipino, 10.3% Indian, 8.5% Thai, 54.9% female, and 86.8% U.S. born—with a mean age of 33. Findings showed participants had: better overall physical health before COVID-19 pandemic versus currently; mental/emotional health declined from before the pandemic to currently; moderate social support; closest to moderate past-year mental distress; closest to “more than once” for experiences of microaggressions; a high level of ability for perceiving racism and oppression; and were in the action stage for coping and responding to racism and oppression. Also, 79% (N = 831) personally experienced hate once to a great number of times, and 43.5% (N = 362) endorsed moderate to very high impact; 79.2% (N = 664) witnessed hate against someone else once to a great number of times, and, 44.5% (N = 370) endorsed moderate to very high impact. Those who received counseling in the past experienced more microaggressions than those who did not seek counseling. The higher the frequency of experiencing microaggressions then higher the age, darker the skin color, lower the self-rating of mental health pre-COVID-19, lower the self-rating of physical health pre-COVID-19, lower the self-rating of mental health during COVID-19, higher the past year depression, anxiety and trauma and overall mental distress, greater the feeling of being unable to control important things in life, higher the ability to perceive racism and oppression, higher the stage of change for coping and responding to racism and oppression, greater the impact of hate, and lower the social desirability. Backward stepwise regression showed significant predictors of a higher frequency of experiences of microaggressions were being born in the U.S, not being a student, past year counseling, older age, lower education, higher overall mental distress, and higher ability to perceive racism and oppression—with 77.4% of variance explained by the model. Implications of findings and recommendations are provided for addressing anti-Asian hate.