Small Words, Heavy Impact
This mini case study is designed to help undergraduate students critically reflect on the complex, real-world challenges they may encounter during community engaged experiences of various kinds. After reviewing the focus themes and objectives, students should carefully read the scenario and then engage with the discussion questions. Prompts to guide discussion, along with facilitator notes, are included.
Summary
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Learning Objectives
- Recognize and define microaggressions.
- Explore the emotional and relational impact of microaggressions on individuals.
- Reflect on strategies for responding to microaggressions in cross-cultural or immersive settings.
- Consider the role of bystanders and the responsibility of team members to create inclusive environments.
Scenario
Rohit is a rising junior studying economics and theology. Rohit is ethnically Indian, but was born in and has lived his whole life in Colorado. His father was also born in the US, and his mother immigrated from India when she was a child. Rohit has decided to spend the summer before his junior year as part of a university program that places students in service-oriented roles with community organizations around the world.
Rohit and two other students, Daniel and Maria, are working with a nonprofit focused on food insecurity in Central America. When they arrive in the region, the staff at the nonprofit is welcoming overall, but Rohit begins to notice small but persistent comments or behaviors that feel off. It seems like the staff treats Daniel and Maria, both white Americans, a bit differently than him.
At dinner one night, one of the nonprofit staff members says, “Rohit, I feel like we don’t know much about you yet, can you tell us more about where you’re from?”
When he replies, “I’m from the state of Colorado, we’ve talked about this a few times,” the staff member responds, “You know that’s not what I mean, tell us about where you’re really from.”
Rohit understands where the question is coming from, but he’s also frustrated that he is being perceived differently. As he prepares to respond, he hesitates. Is it worth it to speak up and threaten the harmony of the group? He doesn’t want to seem overly sensitive or to create tension with his hosts.
Discussion Questions
- What are microaggressions? How might they show up in immersive or community engagement settings?
- How might these seemingly small incidents affect the sense of belonging, confidence, or engagement?
- Why might someone hesitate to speak up when they experience or witness a microaggression? What are the risks or perceived consequences?
- Is there space for people to ask questions about background and other personal information? If so, how might this be done?
- In this scenario, what options should Rohit consider in responding? What might come from the responses you suggest?
- What can peers or facilitators do when they notice a microaggression or other uncomfortable encounter happening to someone else?
- What proactive steps can be taken to foster a more inclusive and respectful environment in immersion programs?
Facilitator Consideration
- ENCOURAGE OPENNESS. Acknowledge that this can be a vulnerable topic and encourage active listening, respect, and confidentiality.
- CONFIRM IMPORTANCE. Clarify that microaggressions are often unintentional but still have real impacts.
- RECOGNIZE IMPACT. Avoid letting the conversation become about intent. Center the impact on the person experiencing harm.
- UTILIZE DISCUSSION STRATEGIES. Consider preparing definitions or short readings on microaggressions beforehand. Use role-plays or reflective writing if students seem hesitant to speak.
- SHARE RESOURCES. Introduce terms like micro-affirmations, cultural humility, and allyship and explore related strategies.
Closing Questions
- What’s one thing you learned or thought about differently during this discussion?
- How might you want to modify your own behavior or practices to better help others feel a sense of belonging?