Phenomenological Inquiry Into Intersectional Microaggressions and Identities as Experienced by Psychology Trainees of Color

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Learning at the Margins: An Intersectional Exploration of the Higher Education Experiences of Students of Color (Table 15)

Abstract

Graduate psychology programs strive to enhance inclusivity for students of color through scholarships and support. Yet, microaggressions based on intersecting identities persist, affecting self-esteem and clinical work. A qualitative study explored responses of students aged 25-38 to these microaggressions. Using phenomenological methodology, ten themes emerged, reflecting their experiences and past encounters. Participants recognized their role in shaping the field, emphasized community building to voice concerns, and acknowledged identity-based assumptions. Implications for future research and practice include creating safe spaces to support trainees of color, addressing impacts of microaggressions, and centering their experiences for equity and inclusion in graduate psychology programs. This study sheds light on vital aspects of promoting a diverse and supportive learning environment.

Authors

• Cindy Molina, Fordham University

• Eric C. Chen, Fordham University