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Racial microaggressions, or subtle race-based insults are associated with negative consequences for receivers. Institutional racism in education directly influences the dissemination of these transgressions in schools, as school personnel may engage in microaggressive behavior toward each other and their students. Given recent calls to address racism, schools and districts may seek to implement trainings to improve school personnel's understanding of these transgressions and their consequences. As part of the current study, we explored factors that might contribute to school personnel's satisfaction with a microaggression training. Participants completed survey items to assess their colorblind racial attitudes, satisfaction with the workshop, and their perceptions surrounding the need for such trainings. We found that colorblind attitudes and perceptions of necessity predicted satisfaction. Implications and future directions for research are discussed. Impact Statement Calls to address racial injustice in response to the murders of George Floyd and Breonna Taylor during the summer of 2021 have produced an increase in requests for antiracism workshops and trainings across several organizations and professions. In K–12 schools, these trainings may be beneficial in helping school personnel learn about and address racial microaggressions (race-based insults), which may hinder students' success. Although it is imperative that these conversations take place, it is equally important that we are able to understand how school personnel engage in these trainings to increase the likelihood that their behavior will change because of participation. The goal of this study was to understand factors that contribute to school personnel's satisfaction with a microaggression training. [ABSTRACT FROM AUTHOR]

Research suggests that exposure to microaggressions diminishes cognitive resources. Using in vivo experimental methodology, we found that engagement in a breathing exercise may mask the effects of cognitive depletion in Black college women who are exposed to racial microaggressions. Sixty-one Black college women were randomly assigned to one of four conditions in which a microaggressive script and coping suggestion were crossed. Participants who were exposed to microaggressions enacted by a white research assistant and asked to wait were more depleted than those who were not exposed to microaggressions at all. Participants who heard the microaggressive language and were prompted to cope were marginally less depleted than those who were exposed without prompting to engage in a coping exercise. These findings align with prior findings that racially hostile university environments may have harmful consequences on the cognitive functioning of Black women, but engagement in coping may diminish these effects. Implications, limitations, and future research are discussed. [ABSTRACT FROM AUTHOR]