"Not to exclude you, but…": Characterization of pharmacy student microaggressions and recommendations for academic pharmacy.
Bias
Identity
Marginalization
Qualitative
Race
Violence
Journal
Currents in pharmacy teaching & learning
ISSN: 1877-1300
Titre abrégé: Curr Pharm Teach Learn
Pays: United States
ID NLM: 101560815
Informations de publication
Date de publication:
10 2020
10 2020
Historique:
received:
12
02
2019
revised:
20
03
2020
accepted:
29
05
2020
entrez:
3
8
2020
pubmed:
3
8
2020
medline:
15
12
2021
Statut:
ppublish
Résumé
Microaggressions are commonplace indignities that communicate slights to marginalized persons. Microaggressions have been shown to negatively impact student well-being and academic performance. We describe the experiences of students in relation to the occurrence of microaggressions within the learning environment of a college of pharmacy (COP). Students in a COP were interviewed regarding their experiences of microaggressions. Interviews were audio-recorded and transcribed verbatim. Transcripts were analyzed using a conventional content analysis method. Thirteen pharmacy students participated in the study. Six (46%) identified as women. Six (46%) identified as Black, Asian, or multi-racial. Experiences were first-hand, witnessed, or stories they heard. Three themes arose from the data: (1) feeling othered; (2) power, pain, pollution, and pervasiveness of microaggressions; and (3) responsibility of academic community to mitigate microaggressions. Microaggressions were described based on race, religion, gender, sexuality, age, English proficiency, and others. Students expressed confusion with responding to microaggressions, microaggressions disguised as jokes, divisiveness related to the 2016 presidential election, unawareness of biases, dismissal of their concerns, hopelessness for change, and centering dominant groups in the curriculum. Recommendations from participants to address microaggressions included longitudinal cultural competency in the curriculum, cultural competency training for faculty, guidance on conflict management, and open discussions related to diversity and inclusion. Students are unsure how to identify, address, and mitigate microaggressions. Actions are needed to reduce these incidents, facilitate healing of individuals who have experienced past microaggressions, and promote a diverse and inclusive learning environment.
Identifiants
pubmed: 32739053
pii: S1877-1297(20)30203-3
doi: 10.1016/j.cptl.2020.05.007
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1171-1179Informations de copyright
Copyright © 2020. Published by Elsevier Inc.