Navigating Micro- and Macro- Aggressions: A South Asian Female’s Experiences as an Educator and Leader

• In Event: Breaking the Bamboo Ceiling: Advancing Asian Women Leaders in Academia

Abstract

Objectives
To address Asian women leaders’ challenges within a White-male-oriented academic hierarchy. Despite their prominent presence in academia, South Asian women’s (SAW) challenges and voices have often remained silent, or their concerns are ignored. This presentation points out the urgency to show that although SAW is among one of the most educated and qualified segments of the American higher education workforce, they are unlikely to rise to a leadership role. Even if they ascend to leadership roles, they are most likely to experience micro- and macro-aggression and prejudice-based treatment.
Theoretical framework
Leaning on critical theories of the postmodern era such as feminist theory that advocates for research that starts with one’s own experience (Ellis, 2004), this presentation addresses the power imbalances associated with race and class. Theorizing micro-aggressions is inseparably linked to the broader structures of power, injustice, and inequality (Essed 1991). Winant (2004) stresses that micro-aggression racism is part of a macro-level system of racialized hegemony whose invisibilities solidify hierarchical structures and consolidate the privilege of a dominant group.
Methods
This presentation uses autoethnography methodology (Bakhtin, 1993; Roth, 2005) in which the self is active in the productive process. Ellis and Bochner (2000) describe autoethnography as a genre of writing that “displays multiple layers of consciousness connecting the personal to the cultural” (p. 739). Autoethnography is the most suited way to present the experiences of my lifeworld, the professional and cultural context, in which I live and research.
Data sources
The qualitative data consists of reflective thoughts and narratives of my lifeworld that was influenced by micro- and macro-aggression. Following Patton’s (2002) suggestions, I used my experiences as a SAW leader to gain insights into the larger cultural context where I was a member. The primary data sources are my self-awareness as a researcher and the researched, and the documentation of my experiences, and the evidence of micro-aggression. I know I am a subject in my own research, and it is legitimate for me to write my experiences.
Warrants for Arguments
Most SAW in higher education are highly qualified immigrants, but their cultural values and norms differ markedly from Western values. SAW value academic excellence, hard work, less assertiveness, and respect for authority, which are all essential for any leaders in collectivist and hierarchical Asian societies (Chen & Cheng-Cimini, 2024). Often, SAW are not selected for leadership roles because individuals who embody the individualistic and assertive styles are prioritized in the U.S.
Significance
This presentation explains the challenges SAW leaders face in career stagnation, professional productivity, and social-emotional well-being. Most importantly, SAW leaders fear speaking up about their experiences of micro- and macro-aggression because they fear that retaliation can damage or end their career (Rolison, 2000). Their fear, however, is deeply rooted in the institutional structure that subtly prevents SAW leaders from cultivating their leadership potential.

Author

• Rupam Saran, Medgar Evers College - CUNY