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Este estudio exploratorio examino experiencias de Latina/os con microagresiones, y considero si esta discriminacion se manifiesta en maneras diferentes basadas en genero, grupo etnico, o natividad con 311 Latina/o Americanas/os. Analisis descriptivas de experiencias con microagresiones fueron examinadas con un analisis multivariado de varianza y una serie de pruebas-T. Los resultados mostraron diferencias significantes en experiencias con microagresiones: las mujeres pasaron mas microagresiones en el lugar de trabajo y escolar; Dominicanas/os auto-identificados fueron mas probable de tener experiencias de ser exotizadas/os; y puertorriquenos mas probables de ser tratados como ciudadanos de segunda clase o criminales. Los resultados tambien mostraron que jovenes Latinas/os, y esos con bajos niveles de educacion, fueron mas probables de tener experiencias de micro-invalidacion. Aunque los resultados apoyan estudios previos que indican que minorias raciales y etnicas tienen experiencias de micoagresiones, el estudio presente extiende esta literatura academica mostrando el papel que tiene las diferencias dentro del grupo en las experiencias de Latina/o-Americanas/os con microagresiones. Se discuten las implicaciones para la investigacion y la literatura academica de microagresiones.

Using consensual qualitative research, the perceptions and reactions of White faculty to classroom dialogues on race were explored. Difficult racial dialogues were characterized by intense emotions in both professors and their students, most notable anxiety, that interfered with the ability to successfully facilitate a learning experience for participants. Among the major obstacles that interfered with teaching competence were fears of revealing personal biases and prejudices, losing classroom control, inability to understand or recognize the causes or dynamics of difficult dialogues, and lack of knowledge and skills to properly intervene. A number of potentially effective teaching strategies were identified: (a) acknowledging emotions and feelings, (b) self-disclosing personal challenges and fears, (c) actively engaging the classroom exchanges, and (d) creating a safe space for racial dialogues.

Racial microaggression themes were identified using a focus-group analysis of self-identified Black participants. Six categories of demeaning and invalidating messages reflected beliefs of White supremacy that were unintentionally conveyed by perpetrators. Implications for counselors and the counseling process are discussed.

To assist educators in detecting the occurrence, understanding the dynamics, and effectively facilitating a difficult dialogue on race, we conducted a qualitative study to systematically examine the perceptions, interpretations, and reactions of 14 White trainees in counseling psychology graduate classes. In our focus groups, we identified 3 major domains: (a) global perspectives associated with race and racial dialogue, (b) specific reactions to racial disclosures, and (c) classroom strategies or conditions that proved helpful and unhelpful in facilitating dialogues. Participants appeared to have difficulty understanding how and why difficult dialogues on race occur. In addition, preexisting attitudes/beliefs/feelings seemed to serve as major barriers to discussing race honestly and openly. They reported powerful feelings of anxiety, helplessness, and fear of being misunderstood that evoked defensive maneuvers to avoid race topics. Implications for education and training are discussed.