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Although research suggests that school psychologists are generally satisfied with their experiences in the field, scholars have yet to examine how exposure to racial microaggressions, or subtle race-based insults, may impact satisfaction. The purpose of the current study was to examine the relation between exposure to microaggressions and satisfaction among practicing school psychologists, students, and university faculty. We were particularly interested in the role of race. We collected survey data from 93 school psychologists, and found that exposure to microaggressions predicted reported satisfaction with jobs and placements, but that the relation was only relevant for People of Color (POC). We also found that the relation between microaggression exposure and satisfaction was moderated by the demographic of one's work setting, as POC in settings that were primarily Black and Brown reported less satisfaction when they experienced high levels of microaggressions. Future directions and implications for the field of school psychology are discussed.

Research on microaggression has primarily focused on the experiences of adults, as researchers have yet to extensively examine the experiences of school-age children. The few studies that exist suggest that microaggressions are problematic well before young people reach college or the working world. The current study adds to the microaggression literature through an examination of the experiences of adolescents holding minoritized racial and sexual orientation identities at a Midwestern public high school. Participants in the study completed a survey that assessed their experiences with microaggressions, the degree to which they found them offensive, and their experiences with peers and school personnel. Results of the study suggest that these microaggressive exchanges are relevant for high school students and that individual differences exist in the way that adolescents notice and label microaggressive verbalizations as offensive. Future research directions are discussed, as well as implications for those working directly with students in schools.

Underrepresentation of individuals from diverse backgrounds in the field of psychology is a well-documented concern, as identified gaps directly impact individuals served (Rogers & Molina, 2006; Zhang & Katsiyannis, 2002). This pilot examination evaluated a task force that sought to address this deficit through targeting the recruitment and retention of undergraduate students into graduate programs in psychology. Participants were 127 undergraduate students at a Midwestern university. Participants completed online surveys that assessed their knowledge of the organization's existence and taskforce events (e.g., open houses). Results indicate that the taskforce reached the appropriate undergraduate population, as participants of junior and senior status were more aware of organization resources. Future research should look to examine if the taskforce's efforts have impacted recruitment and retention outcomes.

Researchers sought to demonstrate that live exposure to racial microaggressions would lead to immediate cognitive depletion among Black college women at a predominantly White institution, if they identified race as central to their self-concept. One week prior to visiting the research lab, participants completed a measure of racial centrality via an online survey. Those assigned to the microaggression condition were exposed to racial microaggressions from a White research assistant, as opposed to those in the control condition who heard benign comments. Exposure led to cognitive depletion, as measured by Stroop, but racial centrality did not significantly moderate the relationship. These findings offer evidence that a hostile university environment could have deleterious consequences on the cognitive functioning of Black women.

As the demand for university counseling services continues to rise, students of color remain less likely to receive services as compared to their White counterparts. As part of the current study, researchers gathered preliminary data surrounding the outreach efforts employed at a sampled university, where a psychologist was assigned to the university's cultural and resource offices. Undergraduate students of color at the university completed a questionnaire surrounding their experiences with the counseling center and their reactions to the new psychologist working within the cultural and resource offices. Results of the survey suggest positive results and may be beneficial for entities attempting to reach targeted populations.

Although University Counseling Centers continue to report increased rates of served students, those who hold marginalized identities continue to be underrepresented. Many factors may contribute to such discrepancies, including stigma, access, and trust in providers. College students across the nation have recently called for an increase in the number of professionals who identify as racially/ethnically diverse. The current article reviews one university's response to their own students' call for action, and particularly explores how the program was implemented and its associated costs and benefits. Considerations for other university administrators seeking to employ similar methods are discussed.

Purpose: The current literature has not provided insight into the effects of using racially derogatory words in the context of academic instruction or when reviewing historical texts. This study aims to examine the impact of such microaggressive language on cognitive performance among university students. Design/methodology/approach: Using experimental methodologies, the participants were recruited to the research lab and assigned to one of the three conditions, as they were exposed to a derogatory word, heard a replacement of the word or did not hear it at all. Given the results of prior studies, researchers hypothesized that participants holding marginalized racial/ethnic identities would experience greater levels of cognitive depletion, as measured by the Stroop (1935) color-naming task, when compared to their white counterparts, as it was expected that students from underrepresented racial/ethnic backgrounds would be more affected by use of such language. Findings: The primary hypothesis was supported, as students from underrepresented backgrounds who were exposed to the microaggressive language displayed diminished Stroop (1935) performance as compared to those not exposed and their white counterparts who heard the same language. Originality/value: This study adds to the literature surrounding the immediate impact of microaggression of university students holding marginalized racial/ethnic identities.

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]

In 2013, the USA admitted 69,909 refugees, 26,933 of whom were children (UNHCR, 2013). First- and second-generation refugee children may experience trauma related to the experience of displacement in addition to the obstacles of learning the English language. Given that students who speak English as a second language continue to perform significantly lower than peers on academic assessments (Kena et al. 2014), educators are tasked with developing effective and efficient ways to engage families to close the achievement gap and address the unique needs of refugee families. This article discusses factors that affect refugee families and strategies for enhancing collaboration to increase young children's exposure to literacy activities. The strategies are demonstrated in a pilot study in which we sought to identify the effectiveness and acceptability of an early literacy program. Collaboration with local community organizations was instrumental in the implementation of the program. Results of the study indicated significant gains in receptive language. In addition, parents rated the program as acceptable.

We investigated how engagement in activism among white women is predicted by their political efficacy, exposure to gendered microaggressions (i.e., verbal and/or nonverbal slights targeting a subordinate gender identity), and color-blind racial attitudes. We recruited 93 white undergraduate women for whom exposure to gendered microaggressions, color-blind racial attitudes, and political efficacy explained a significant proportion of variance in participants' ratings of political activism on social media, although these predictors did not significantly explain a proportion of the variance in their in-person political activism (e.g., rally attendance). We discuss how these findings relate to the current literature, as well as implications and future directions. [ABSTRACT FROM AUTHOR]

Racial microaggressions are receiving growing attention in the research literature, as we know that they negatively impact People of Color. We explored the impact of a bystander to microaggression workshop that was implemented at a Predominantly White Institution. Participants were randomly assigned to the workshop condition or received a control intervention about ethics that did not address microaggression. We administered pre- and posttest surveys to assess knowledge and measures to assess color-blind attitudes and the degree to which participants felt such trainings are necessary. We found that the intervention was successful in improving participants' understanding of microaggressions and that higher endorsement of color-blind racial attitudes predicted less satisfaction with workshop, which was explained by interpretation of microaggressions unharmful. Implications and future directions for research are discussed. [ABSTRACT FROM AUTHOR]

We examined the relation between color-blind racial attitudes (i.e., the perspective that race should not and does not matter; Neville et al., 2007) and perceptions of microaggressions (i.e., identity-based insults) among students at Predominantly White Institutions, as the literature suggests that experiences with these transgressions may be heightened for Students of Color attending these universities. After completing survey items and being exposed to several vignettes, participants were asked to rate the degree to which they found the scenarios offensive or problematic. Results of the study suggest that individuals who hold stronger color-blind racial attitudes are less likely to perceive microaggressive situations as offensive. Implications for addressing microaggressions particularly among white students in higher education holding color-blind attitudes are addressed. [ABSTRACT FROM AUTHOR]

Researchers sought to demonstrate that live exposure to racial microaggressions would lead to immediate cognitive depletion among Black college women at a predominantly White institution, if they identified race as central to their self-concept. One week prior to visiting the research lab, participants completed a measure of racial centrality via an online survey. Those assigned to the microaggression condition were exposed to racial microaggressions from a White research assistant, as opposed to those in the control condition who heard benign comments. Exposure led to cognitive depletion, as measured by Stroop, but racial centrality did not significantly moderate the relationship. These findings offer evidence that a hostile university environment could have deleterious consequences on the cognitive functioning of Black women. [ABSTRACT FROM AUTHOR]

Although University Counseling Centers continue to report increased rates of served students, those who hold marginalized identities continue to be underrepresented. Many factors may contribute to such discrepancies, including stigma, access, and trust in providers. College students across the nation have recently called for an increase in the number of professionals who identify as racially/ethnically diverse. The current article reviews one university's response to their own students' call for action, and particularly explores how the program was implemented and its associated costs and benefits. Considerations for other university administrators seeking to employ similar methods are discussed. [ABSTRACT FROM AUTHOR]

As the demand for university counseling services continues to rise, students of color remain less likely to receive services as compared to their White counterparts. As part of the currently study, researchers gathered preliminary data surrounding the outreach efforts employed at a sampled university, where a psychologist was assigned to the university's cultural and resource offices. Undergraduate students of color at the university completed a questionnaire surrounding their experiences with the counseling center and their reactions to the new psychologist working within the cultural and resource offices. Results of the survey suggest positive results and may be beneficial for entities attempting to reach targeted populations. [ABSTRACT FROM AUTHOR]

Underrepresentation of individuals from diverse backgrounds in the field of psychology is a welldocumented concern, as identified gaps directly impact individuals served (Rogers & Molina, 2006; Zhang & Katsiyannis, 2002). This pilot examination evaluated a task force that sought to address this deficit through targeting the recruitment and retention of undergraduate students into graduate programs in psychology. Participants were 127 undergraduate students at a Midwestern university. Participants completed online surveys that assessed their knowledge of the organization's existence and taskforce events (e.g., open houses). Results indicate that the taskforce reached the appropriate undergraduate population, as participants of junior and senior status were more aware of organization resources. Future research should look to examine if the taskforce's efforts have impacted recruitment and retention outcomes. [ABSTRACT FROM AUTHOR]