Citation

Sue DW, Lin AI, Torino GC, Capodilupo CM, Rivera DP. Cultur. Divers. Ethnic Minor. Psychol. 2009; 15(2): 183-190.

Affiliation

Department of Counseling and Clinical Psychology, Teachers College, Columbia University, New York, NY 10027, USA. Dw2020@columbia.edu

Copyright

(Copyright © 2009, Society for the Psychological Study of Ethnic Minority Issues; American Psychological Association)

DOI

10.1037/a0014191

PMID

19364205

Abstract

A qualitative study supports the observation that difficult dialogues on race and racism are often triggered by racial microaggressions that make their appearance in classroom encounters or educational activities and materials. Difficult dialogues are filled with strong powerful emotions that may prove problematic to both students and teachers. When poorly handled by teachers, difficult dialogues can assail the personal integrity of students of color while reinforcing biased worldviews of White students. The success or failure of facilitating difficult dialogues on race is intimately linked to the characteristics and actions of instructors and their ability to recognize racial microaggressions. Implications regarding specific education and training recommendations are presented.

Language: en