Microresistance

You have heard of microaggressions—“everyday subtle put downs directed towards a marginalized group which may be verbal or non-verbal and are typically automatic.” When these actions happen, whether in or out of the classroom, we’re often at a loss for how to address them.

During a session at the April Southern Group on Educational Affairs meeting, a team of presenters shared the concept of microresistance—“small-scale individual and/or collaborative efforts that empower targeted people and allies to cope with, respond to, and/or challenge microaggressions to ultimately dismantle systems of oppression.” Microresistance frameworks provide a structure for communication to address microaggresssions.

Open The Front Door to Communication is one of several microresistance frameworks. To use this framework, follow these communication steps:

1. Observe: concrete, factual, and observable (not evaluative), “I noticed . . .”
2. Think: thoughts based on observation (yours and/or theirs), “I think . . .”
3. Feel: emotions, “I feel . . .”
4. Desire: specific request or inquire about desired outcome, “I would like . . .”

Here is an example:

Observe: “I noticed some raised eyebrows and shaking of heads just now.”

Think: “I think some people are reacting strongly to the comments just shared.”

Feel: “I feel uncomfortable moving forward with our discussion until we talk about this some more.”

Desire: “Staying true to the discussion norms and guidelines we’ve set out for ourselves, I would like some of you to share what you are thinking and feeling right now so we can have a productive conversation about this.”

What microresistance frameworks have you used? Share your ideas on Twitter at #MedEdPearls!

For more information, please review these references:

1. Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. John Wiley & Sons, Inc.
2. Cheung, F., Ganote, C., & Souza, T. (2016). Microaggressions and microresistance: Supporting and empowering students. Diversity and Inclusion in the College Classroom, 15.
3. Cheung, F., Ganote, C., & Souza, T. (n.d.). Microresistance and Ally Development: Powerful antidotes to microaggressions.