Racial Microaggressions as Instigators of Difficult Dialogues on Race: Implications for Student Affairs Educators and Students

Abstract

This article defines racial microaggressions and discusses their role in instigating difficult dialogues concerning racial and ethnic issues in student affairs classroom settings. The authors presentfour reasons wry dialogues on race are difficult for mat!) WhiteAmericans. As classrooms have become increasingly diverse, difficult dialogues on race have often served to polarize student affairs graduate students and faculty rather than to clarify and increase mutual understanding about race and race relations. Most well intentioned faculty find themselves ill prepared to deal with the often explosive race-related emotions that manifest themselves in the classroom (Sue, 2003). Poorly handled by some faculty, such dialogues may result in disastrous consequences (anger, hostility, silence, complaints, misunderstandings, blockages of the learning process, and so on); skillfully handled, they present an opportunity for growth, improved communication, and learning (young, 2003). Emotional "hot buttons " are likely to be pushed in people within the context of difficult dialogues. Many student affairs faculty confess that they do not know how to deal with these situations, and that they experience considerable discomfort and anxiety over broaching racial topics. They may halt discussions in the classroom when intense feelings may lead them to believe the debate may get out of control, or when they themselves become uncomfortable with the dialogues (e.g., "Let's table the discussion for now " or "Calm down everyone and let's respect one another's points of view"). Rather than facilitate discussions, student affairs faculty may act in ways to ignore, dilute, diminish, or cut off dialogues (Utsey, Gernat, & Hammar (2005). Why is it so difficult for student affairs professionals to dialogue honestly about race, ethnicity, gender, religion, and sexual orientation? Why do student affairs graduate students and faculty alike become so guarded and uncomfortable when racial topics are raised in and outside of the classroom?