Resumen
AbstractRacial microaggression continues to inch its way into the fabric of American society and academia is not immune. The literature provided a noteworthy picture of the impact racial microaggression has had on faculty in education, psychology, sociology, and the STEM programs. This dissertation utilized an Interpretive Phenomenological Analysis and Thematic Analysis in order to understand the lived experiences of Black faculty in schools of social work across the United States.\ This study comprised of interviewing thirteen Black faculty who are currently professors at schools of social work in the South, Southeast, Northeast and Midwest. Each participant was asked nine semi-structured questions and fourteen demographic questions to better understand their experiences with racial microaggressions while working as a faculty member. Taking a IPA approach to each interview, the researcher gathered information through the lens of critical race theory and intersectionality.\ There were five overall themes that materialized during the analysis stage of this study: Themes of Behavior, Themes of Emotion, Themes of Coping, Themes of Avoidance, and Themes of Performative. The first three themes address the types of microaggressions inflicted on Black faculty, Black’s reaction to the microaggression, and how Black faculty cope with microaggressions. The last two themes address the perception of how schools of social work and universities address microaggressions that impact Black faculty in schools of social work.\ \ \
Keywords: Racial microaggression, interpretative phenomenological analysis, critical race theory, intersectionality, lived experiences, Black faculty, BIPOC, stereotyped, social work, and coping\
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Keywords: Racial microaggression, interpretative phenomenological analysis, critical race theory, intersectionality, lived experiences, Black faculty, BIPOC, stereotyped, social work, and coping\