According to Akerman-Barger, “a natural and reasonable response to microaggressions or threats to one’s identity is to avoid the situation.” For example:
- For a patient, this may be made manifest by cancelling or skipping appointments.
- In a health profession student, avoidance may be demonstrated by not attending class, not responding to emails, and withdrawing.
- A healthcare professional may not attend meetings or leave their job.
However, there are several models that have been developed to help individuals understand and address microaggressions without resorting to avoidance.
One model to respond to microaggressions is the Microaggressions Triangle Model. The Microaggressions Triangle Model was developed by Ackerman-Barger as a framework for understanding, addressing, and responding to microaggressions. The Microaggressions Triangle Model encourages individuals to view a microaggression from three vantage points: the recipient, source, and bystander.
The recipient is the individual who receives or is the target of the microaggression. A single scenario may have more than one recipient.
A bystander is anyone who becomes aware of and/or witnesses a microaggression. There can be one or more bystanders when a microaggression occurs.
The person from which the microaggression came from. When a microaggression occurs, there can be one or more sources.
Check Your understanding
Please match the microaggression role to its definition.
Reflect on This
Please match the microaggression role to its definition.
Watch the video above and identify the microaggression recipient, source, and bystander. Then describe the non-verbal cues that were displayed from each role.
In this video, the source of the microaggression was the Asian girl on the right side of the screen (moves uncomfortably, potentially over engages at the end of the interaction out of discomfort). The recipient was the Black girl (opened mouth in surprise to the microaggression; seems dejected at the end). The bystanders were the White and Asian girls on the left side of the screen (appeared uncomfortable, look away; potentially over engages at the end of the interaction out of discomfort).
The reputations of all three roles (recipient, bystander, and source) may be threatened in a microaggression scenario. For example, the recipient may be seen as overly sensitive; a source may be seen as homophobic; and a bystander may be seen as weak or cowardly.
Restorative justice is an approach that recognizes the “inherent worthiness of every person and seeks first and foremost to address harm and restore relationships rather than punish wrongdoers.” Restorative practices may be utilized to interrupt and address microaggressions and may facilitate learning. The Microaggressions Triangle Model is based on restorative justice and may “help individuals at any point on the triangle to make a decision about how to promote inclusion.”
Microaggression Triangle Model
Let’s explore the case of Rick to experience the Microaggressions Triangle Model. Consider the following case from The Microaggressions Triangle Model: A Humanistic Approach to Navigating Microaggressions in Health Professions Schools.
An African American male nursing student, Rick, described an interaction with peers after an exam:
- Classmates were asking, “What did you get on the exam?” People responded: “I got an A, a B, or I have to retake it.”—things like that. And I didn’t even want to mention it, but I was specifically asked what I had gotten, so I said, “I got a 100 percent on this exam.” And people did not believe it for some reason. Even though other people had a similar grade, everyone was kind of surprised that I got such a high score and didn’t take me seriously. I don’t know if it’s because of me being Black or if it’s because of other things.
Check Your understanding
Based on the scenario provided, who do you think was the:
The Recipient
Rick is the recipient of the microaggression. According to Akerman-Barger:
“When an individual perceives a microaggression, a very difficult dilemma arises. First, the recipient needs to figure out what was meant; then, they must figure out how to respond. Of course, every situation has context, such as the power dynamics of those involved and what exactly is at stake. A recipient who decides against addressing the microaggression often feels guilt for passively allowing the microaggression to perpetuate stereotypes and devalue their identity group. A recipient who does address the microaggression might be accused of being too sensitive or even risk their standing in either the relationship or the organization.”
The Recipient's Response is ACTION
The recipient of a microaggression may use the ACTION model, developed by Cheung and colleagues, to respond to a microaggression. Before responding to a microaggression, you must consider:
Imagine a scenario where a student is the recipient of a microaggression. The student seeks support and assistance from their administration. The administration minimizes the student’s concerns. The student, frustrated, bangs their hand on the table. The student is then formally reprimanded by the administration and placed on academic probation. This scenario is deeply unfair but is unfortunately common. It is in the best interest of the recipient to avoid a similar situation.
If you are unsafe, addressing the microaggression later could be safer. Addressing a microaggression later does not mean you are ignoring the microaggression.
Addressing a microaggression in the moment may not always be safe or feasible.
The Recipient-ACTION Approach
Whether you address a microaggression in the moment or in the future, the ACTION model can help you respond. Tap on each letter to learn more.
Ask a clarifying question.
Try to better understand intentions. For example, “I want to make sure that I understand what you were saying. Were you saying that . . . . ?”
How Rick might respond to the microaggression source:
“You seem surprised that I received a high grade. Are you surprised?”
Come from curiosity.
Listen actively and openly to the response to your clarifying questions.
If the source disagrees with your paraphrase and clarify a different meaning, you could end the conversation.
If you suspect they are trying to “cover their tracks,” you may consider making a statement about the initial comment to encourage learning.
“I’m glad to hear I misunderstood you, because, as you know, such comments can be . . . .”
If the source agrees with your paraphrase, explore their intent behind making the comment. “Can you tell me what you were you hoping to communicate with that comment?” or “Can you please help me understand what you meant by that?”
How Rick might respond to the microaggression source:
“I want to better understand your surprise, can you explain it to me?”
Tell what you observed.
Attempt to do so in a factual manner.
“I noticed that . . . .”
How Rick might respond to the microaggression source:
“I noticed that when you asked some of the other students about their grade you did not express the same level of surprise.”
Impact exploration.
Ask for, and/or state, the potential impact of such a statement or action on others.
“What do you think people think when they hear that type of comment?”
“As you know, everything speaks. What message do you think such a comment sends?”
“What impact do you think that comment could have on . . . .”
How Rick might respond to the microaggression source:
“Ouch. Your surprise makes me feel like people doubt my ability and intellect.”
Own thoughts and feelings.
Describe what the interaction made you think and/or how the interaction made you feel.
If the source has been able to hear what you have shared, consider the next steps, which may help rebuild the relationship.
How Rick might respond to the microaggression source:
“It’s difficult being the only Black student in our cohort. People often think I am here only to fulfill a diversity goal. That’s hard because I have always done well in school.”
Next Steps.
Describe appropriate action to be taken.
“Our class is a learning community, and such comments make it difficult for us to focus on learning because people feel offended. So, I am going to ask you to refrain from stating your thoughts in that manner in the future. Can you do that please?”
“I encourage you to revisit your view on X as we discuss these issues more in class.”
“I’d appreciate it if you’d consider using a different term because it is inconsistent with our course agreement regarding X . . . .”
How Rick might respond to the microaggression source:
“Hey, let’s go to class now, but if you want to talk about this later, I would be happy to grab some coffee with you.”
Recipient Considerations
When you are being mistreated, especially in your role as a student, you are in a nearly impossible situation, and many factors must be considered.
- Be careful to not respond in a way that makes the situation worse or even makes you seem like the aggressor.
- Consider whether you are safe both physically and in terms of your status.
- Addressing the issue at a later time does not equate to letting it go. Seek the wise council of a trusted mentor or friend who can help you make an informed plan about how to respond.
- Addressing the issue in the moment is also an option, but only if your motivation is to uphold the principles of community and to take advantage of a teachable moment. If your motivation is based in emotion, there is a possibility that the situation will escalate.
- Reporting the incident gives the institution the opportunity to create a more supportive environment.
The Source
The source refers to the individual or individuals who are the source(s) of the microaggression. In Rick’s case, the source of the microaggression was classmates. When a source realizes that they were responsible for a microaggression, they may feel shame and humiliation, which leads to a strong desire to defend themselves by justifying what they said or did.
Justification is commonly hidden behind phrases such as “they are being too sensitive” or “I would never do that, because I’m not racist.” Microaggressions are not about the intent of the source but about the interpretation of the recipient or receiver.
Perceptions about the meaning of reality is socially constructed and varied according to temporal and cultural locations. In other words, how one interprets an encounter will be based on past experiences and teachings, so no two interpretations will be the same. This signifies the importance of examining all roles in a microaggression encounter if the intention is to acknowledge the situation and repair relationships.
The Source’s Response is ASSIST
The source of a microaggression may use the ASSIST model, developed by Cheung and colleagues, to respond to a microaggression. Tap on each letter to learn more.
Acknowledge your bias.
To avoid being the source of microaggression, become familiar with and mitigate unconscious bias. This requires ongoing lifelong work.
How a classmate that was a microaggression source might respond to Rick:
“Wow. I think I have unconscious bias regarding race.”
Seek feedback.
As soon as you become aware that the recipient(s) are experiencing a microaggression, learn more about what is happening for them. This is an amazing opportunity for you to learn and grow.
If someone cares enough about you to let you know how they felt about your comment, this is a gift, and you should learn all you can from it without being defensive.
How a classmate that was a microaggression source might respond to Rick:
“Would you please tell me more about how you felt when I didn’t believe your score?”
Say you are sorry.
Apologies can be hard because we often think of them as an admission of wrong-doing. However, an apology should be about recognizing someone else’s pain.
How a classmate that was a microaggression source might respond to Rick:
“I am sorry that my disbelief made you feel like you don’t belong here.”
Impact, not Intent.
As you realize you are the source, you may be deeply compelled to say, “No, I didn’t mean it that way!” In this moment, it is crucial to remember that this is about the impact on the individual, not about your intent. Defensiveness about the impact could take away from your apology.
How a classmate that was a microaggression source might respond to Rick:
“Although it was not my intention to harm you, now I see how my questioning your exam score affected you, and I am sorry.”
Say Thank You.
They just took the time and the risk to teach you. This is a gift.
“Thank you, so much, for the feedback. I appreciate you taking the time to help me grow as an individual.”
How a classmate that was a microaggression source might respond to Rick:
“Thank you, so much, for the feedback. I appreciate your taking the time to help me grow as an individual.”
The Bystander
While not entirely obvious in Rick’s case, there were likely other classmates (non-source) that were bystanders. The bystander(s) is the individual or are individuals who may not be directly involved in the interaction, but were present and aware of the interaction.
The role of the bystander is difficult because they may worry about becoming involved, becoming a target themselves, or making the situation worse. However, if you are a bystander, you are already involved. According to Coloroso, doing nothing is not neutral, silence has meaning. “Active” bystanders are individuals who intervene in the situation. Many bystanders can relate to what it feels like to receive a microaggression or to be the source of a microaggression. This perspective can be valuable in intervening in a way the upholds principles of inclusion. The role of bystanders is crucial to setting the tone of what is acceptable and unacceptable to the community.
The Bystander’s Response is ARISE
The bystander of a microaggression may use the ARISE model, developed by Cheung and colleagues, to respond to a microaggression. Tap on each letter to learn more.
Awareness of microaggression.
Being present and raising awareness of the microaggression.
How a classmate who was a bystander might respond to the source:
“Your surprise about Rick’s score suggests a biased assumption.”
Respond with empathy (avoid judgment).
While it may be tempting to respond with the negative emotions that have been engendered by the interaction, approaching with empathy is critical because the goal is to rebuild community. In responding, it is also important to avoid judgment. Remember that everyone has implicit bias, and all of us have been the source of microaggressions. Judgment halts any opportunity for learning and engagement. Avoiding judgment means allowing others the grace to make mistakes and learn from their mistakes.
How a classmate who was a bystander might respond to the source:
“It can be easy to say things without considering their true impact.”
Inquiry of facts.
Approach the situation with curiosity and make inquiries. Bystanders can ask questions of the microaggression source to understand the reasons behind their statement.
How a classmate who was a bystander might respond to the source:
“Can you explain your comment to me?” or “What did you mean by that?”
Statements that start with “I.”
“I” statements can be used to express what the bystander noticed about what was said and about how others reacted. A bystander also can use “I” statements to talk about how the comment made them feel.
How a classmate who was a bystander might respond to the source:
“I noticed that Rick seemed offended when you made that comment about his score, and so was I.”
Educate and Engage.
Educating the source can be done by developing discrepancy. Borrowing from the philosophy of “motivational interviewing,” developing discrepancy can be described as the process of differentiating between the speaker’s intent and the outcome of their behavior.
How a classmate who was a bystander might respond to the source:
“I know you didn’t intend to stereotype anyone, but as your friend, I want to let you know that what you said could be interpreted that way.”