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It seemed so innocent.

Latif, my Brown-skinned 12th grader, casually commented one day during dinner that a classmate had changed his screen name in their Google classroom over the holiday break.

Always one for a laugh, Latif smiled and chuckled a bit then said "Golliwogg." He continued: "Remember all those books we read about Golliwogg when we were little?"

Thinking back to our homeschooling years, of course I remembered Florence Upton's children's books starring the black doll, Golliwogg, and his adventures with two white Dutch dolls.

Although widely popular in England during his heyday, Golliwogg never took off in the United States. Initially, Golliwogg was a fun, adventurous character. Later depictions portrayed him as mean, stupid, and ugly.

I asked Latif how he thought his classmate knew the term. He said that their teacher had made a passing reference to it one day during virtual English class. Latif gave no indication that there was a racist undertone to the screen name choice.

As a concerned parent, I told Latif that the term golliwogg is mostly used today as a racial slur. When I did, his face turned first quizzical, then forlorn. Looking a bit despondent, Latif said:

"You know, Ma, knowing the person who chose it, I can see now that his choice was a subtle attack on someone like me in the class. And my Black friend who's there, too."

I suggested that he bring it up first privately with his teacher and request that the student voluntarily change the offensive screen name. Latif, not wanting to create any issues, said he'd think about it.

Dissatisfied with this response, I reminded him that there's no such thing as "harmless racism." And the use of Golliwogg is itself an issue. I concluded by stating if he didn't bring it up, I would.

The following week, I contacted his teacher since Latif declined. I would not stand for it. Ignorance didn't excuse the racial slur.

She spoke with the student who later changed his screen name to something unoffensive.

I'm fortunate that my 18-year-old son is mature and level-headed enough not to become totally undone by such an incident. However, knowing how insidious microaggressions can be and aware of their cumulative effects on unsuspecting, vulnerable individuals who just want to get along and transmit positive vibes in virtual school, I did not give Golliwogg a pass.

I was thinking about all the other Black and Brown kids in Zoom school who are faced with racial stereotypes, insults, and put-downs every day - some overt and others deeply embedded in unspoken assumptions.

Here I provide some tips for parents and teachers to help the young people in their lives navigate the sometimes racist Google classroom.

More importantly, I list things to look out for and avoid doing or saying because they are racist. Lastly, I suggest proactive strategies to create a classroom environment devoid of hurtful discrimination and bigotry based on race.

One of the best descriptions of racial microaggression is from researchers Daniel Solorzana, Miquel Ceza, and Tara Ross writing in the Journal of Negro Education. They say racial microaggressions are:

"Brief and commonplace daily verbal, behavioral and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory or negative racial slights and insults that potentially have harmful or unpleasant psychological impact on the target person or group."

In a distance learning environment, racial microaggressions can take the following forms. Here is a very short list:

Using a racial slur as a screen name

Mispronouncing a student's name after repeated corrections, or allowing other students to do so

Having low expectations - stated or not - of Black and Brown students because of racial and ethnic stereotypes

Not calling on students who are People of Color (POC) or calling on them less frequently

Not praising POC as often or doing so less enthusiastically

Allowing student-to-student microaggressions to slide

Grouping POC together all or most of the time for projects or activities

Singling out POC in class to be the spokespeople for their racial or ethnic class

Making jokes or comments that diminish the value of POC or propagate negative stereotypes about them

Assuming POC are familiar with White culture and assigning projects or giving test questions where that understanding is necessary to do well

What makes microaggressions much worse these days in the United States is the deep social and racial unrest felt throughout most of society. Microaggressions have "macro" impacts over time.

The Capitol attack is the most recent example. The racial disparity between how Black Lives Matter protesters are treated by law enforcement officers and the Capitol attackers is glaring.

And unjust.

So it's practically expected that young POC are on edge - maybe on high alert right now. They're probably feeling very uncomfortable in settings like a virtual classroom where the teacher and a significant number of students are not POC.

It should come as no surprise that the very negative "side effect" of distance learning is that microaggressions come into the home.

The haven where children and teens should feel safe and loved is under attack with racial microaggressions (as well as religious, gender-based, and income-based microaggressions) broadcasted in that secure space.

Not only are student POC affected. So, too, are their moms, dads, and siblings who bear witness to the microaggressions. They can't help but hear the hostile remarks or jokes. Or read them in the comments sections or private rooms. Or observe how their child, teen, or sibling is ignored, neglected, or shunned.

Predictably, there is a whole host of negative health outcomes associated with microaggressions:

As a result, young POC bombarded with microaggressions become less engaged in distance learning. Don't be surprised if they'll come to hate it.

Needless to say, their ability to stay on task and perform academic work is greatly undercut.

Technology itself makes the virtual school environment an ideal setting for the exacerbation of microaggressions in two major ways.

1. Connectivity issues

You're most likely very familiar with connectivity issues. Internet signal dropping in and out, slow speed of voice, static line, etc., are all to common.

So, communication can be difficult more often than you'd like. When microaggressions are being sent across the airwaves - sometimes with a temporary inability to respond - it can be extremely frustrating.

No wonder your child or teen may say "I give up" and call it a day. :(

I am often stunned to read some posts on social media. The racism or sexism, usually expressed with more than a few choice words, is sometimes too much to handle. Know what I mean?

Lewd or violent photos also make me scroll on through very rapidly.

People would never say these things face to face. Or show such photos in person.

Yet online is a totally different story, unfortunately. Rampant flaming or vapid trolling is a way of life online. People lose inhibition across the screen and may say some downright horrible things.

This may be a human phenomenon. But I often ask myself, "What ever happened to basic decency and civility?"

Young people in a Google or Zoom classroom are new to it for sure. I for one don't want them to become desensitized to the cruelty or hatred that could be there, underlying words and images. Hopefully, teachers have set out guidelines to follow and enforce them. But still, nasty or hostile remarks, comments, or photos emerge.

Young POC in a distance learning setting may react in a few different ways to the hate they encounter. They may feel:

Paralyzed and not know how to respond, if at all

Like a coward as the victim of the bigoted comments or jokes

Worthless because racist language lowers their self-esteem

Children and teens can easily interpret a teacher's failure to call out and counteract the comments, speech, or behavior as tacit approval of the microaggressions. Calling it out is absolutely required.

Of course, keeping calm and maintaining composure are essential when teachers or parents see racist microaggressions and respond. Here are some specific strategies for dealing with them:

1. Listen carefully and read all comments that students make. This may not be possible in real-time, but make an effort to do so - all the time. When you find an example, take a few minutes that day or the next to address it. Sometimes, you may need to uncover the "hidden meaning" for children, some of whom won't get it but others will. In a sense, you're making the invisible visible.

2. There may be cases, especially when students are speaking, that you quickly disarm the microaggression by deflecting it verbally in turn. Saying "Ouch," "Excuse me?" or "Whoa" - and pausing for effect - may be all you need to do.

3. With students who have a history of saying bigoted things, the best strategy is to educate the perpetrator. Respond with something like "I don't know if you're trying to be funny, but what you said really hurts."

I'm calling on teachers to take the initiative and set the example. Do not place the burden on POC students to do their own defense and correction. That's way too much for a child or teen to deal with. Model how to do so and encourage your students to do the same.

Of course, repeat often that students who feel too torn down or frightened by racist microaggressions should come to you privately for help. Work with them to develop the best strategy for dealing with a particular situation.

All teachers and parents strive to create a peaceful and secure environment for the children and teens under their care.

Here are a few ideas to succeed at it:

Give equal attention to kids, no matter the skin color

Invite POC to your after-class virtual sessions for extra help

Be patient with POC when they ask questions or need extra help

Encourage everyone to ask questions

Emphasize that your students must tell you when they don't understand or do need help

Ask them often if they understand

Praise all of your students to the same degree

Call on all students equally

If racist microaggressions are an issue in your class, taking time to address them right away is necessary. Talk about how students can recognize them. Nothing is too minor to ignore or let pass.

Teachers who have some experience dealing with racist microaggressions, or who have been the brunt of them before, could help fellow teachers to recognize and defeat them.

We're at a time of much racial turmoil in the United States. Black Lives Matter supporters take to the streets to protest continued inequality in the criminal justice system and police brutality. Meanwhile, they observed the almost gentle response given by law enforcement to the Capitol attackers.

It is understandable that some of this turmoil would carry over to the digital classroom. Racists are easily emboldened on social media. Through a screen, students may make comments that are racist and think it's okay.

There are many types of racist microaggressions that occur in the virtual classroom. Calling them out and stopping them in their tracks is essential for your students' mental and physical health. It's also crucial to maintaining a hospitable learning environment for everyone.

For more ideas on how to stand up to bigoted language, check out ADL.

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It seemed so innocent. Latif, my Brown-skinned 12th grader, casually commented one day during dinner that a classmate had changed his screen name in their Google classroom over the holiday break. Always one for a laugh, Latif smiled and chuckled a bit then said "Golliwogg."

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 I learned from this article that one of the negative "side effects" of virtual classrooms is that microaggressions now come into the home.

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 I learned from this article that one of the negative "side effects" of virtual classrooms is that microaggressions now come into the home.

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My next step will be to always include my pronouns in my zoom name.

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My next step will be to always include my pronouns in my zoom name.

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Faculty Focus | Higher Ed Teaching & Learning

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Someone speaks over you. The chair consistently overlooks your raised hand. A colleague takes credit for an idea that someone else articulated just moments ago. Misgendering. Mispronunciation of names. Tokenizing, dismissive, and even toxic behaviors. Derald Wing Sue defines these as microaggressions, "brief and commonplace daily verbal, behavioral and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults to the target person or group."

Unfortunately, microaggressions can and do happen in real life . . . and on Zoom.

While Zoom has enabled many higher ed institutions during the pandemic to continue teaching, administering, and even socializing, it is also the scene of countless microaggressions.

Some challenges related to Zoom and other online meeting spaces are well known, such as inequitable access to the internet, potential distractions in the home space, and screen fatigue. Less well known is how Zoom can exacerbate bad communication and, unfortunately, the opportunity for microaggressions.

How do we hear all of the voices that want to be heard? How can we run more inclusive virtual meetings? Even in the best conditions, accomplishing these aims requires a level of skill that many of us lack, so let's build our skills, collectively.

What follows is our definition of microresistance and advice on how to leverage the affordances of Zoom to improve virtual meetings and perform microresistant strategies when needed.

What is microresistance?

We define microresistance as small-scale individual or collaborative efforts that empower targeted people and allies to cope with, respond to, and/or challenge microaggressions with a goal of disrupting systems of oppression as they unfold in everyday life, thereby creating more inclusive institutions.

This definition has evolved from Sayumi Irey's dissertation, and our expansion of her work.

What forms can microresistance take?

Rather than just reacting, there are several communication tools that can help us use our voice in ways that are empowering, clarifying, and rooted in the values of compassion and growth. For example, OTFD, developed by Learning Forum, helps to organize one's thoughts to respond to a microaggression in a manner that can be heard by the perpetrator rather than having them shut down in defensiveness or fragility. The acronym OTFD stands for the mnemonic open the front door to communication (rather than closing it) as well as the four steps in the tool: stating what you observe, think, feel, and desire.

Similarly, ACTION is an interactive microresistance tool based on inquiry and impact exploration that seeks to elicit empathy on the part of the perpetrator. Although ACTION essentially includes the four steps of OTFD, it also includes questions to ask the perpetrator (e.g., "What did you mean by that phrase?") and help them explore the impact of their statement or behavior (e.g., "What impact do you think that comment could have on ...? "). Both OTFD and ACTION come from a place of curiosity and compassion and request change and/or growth from the person who committed the microaggression. Deciding how to respond, and which tool to use, can be challenging. Contextual considerations (e.g., aggressor characteristics, relational conditions) as well as choices that are available (e.g., OTFD, ACTION) in responding to microaggressions are provided in this framework.

How to microresist in Zoom?

Let's go back to the introductory examples. The communication tools described can be used to respond to several of these. Interruptions or overlooked hand raises by someone in a position of power can be addressed with OTFD. For example, given the power differential in the hand raise example, a more indirect OTFD might be in order:

I am noticing that not everyone who has their hand raised is getting the chance to speak (Observe). I think it is important for us to hear all voices as we consider the implications of this decision (Think). I feel uncomfortable moving forward (Feel). Might we be able to create a system that ensures all voices can be heard (Desire)?

The chat function can be used to respond to several of these examples as well. For example, when a colleague takes credit for an idea that someone else just articulated you could broadcast the following in the chat: "I love Maria's idea on the pass/fail implementation. Thank you, Maria, for coming up with that idea!" For misgendering, one might add to the chat, "I agree with Cass and appreciate the work they put into this project." Or one could do a more direct response in the form of an OTFD in the chat.

Back channel chatting (what Zoom calls direct message chatting) can be utilized for providing microaffirmations to others (e.g., "Your point on the issue was SO important!") as well as for perception checking. For example, "Sanaya, did you just feel dismissed by the comment Jen made? It seemed dismissive to me. If so, are you okay if I say something?"

Tips for making Zoom meetings more inclusive

While being ready to respond with microresistance strategies is helpful, those of us who set up and run Zoom meetings also can make choices that preemptively increase chances for productive and inclusive interactions. The Student Office for Accessibility Resources at Furman University provides some excellent advice for Zoom presentations; here are additional tips from our meeting experience:

Microresistance is not about one-off responses, but instead, an intentional, constructive form of resistance against the multiple forms of oppression as they manifest in everyday life. In this way, we begin to actualize the inclusive environments to which we aspire.

Beverly Daniel Tatum argues that we all have our own spheres of influence-our family, friends, co-workers, community members-where we can encourage positive behavioral change. When we microresist against the everyday forms of oppression that appear in our own spaces (e.g., at work, school, in our communities, in our families), we can work toward creating more inclusive spaces for everyone in real life . . . and on Zoom.
Floyd Cheung is vice president for equity and inclusion, and professor of English and American studies at Smith College. Cynthia Ganote is a faculty member in the department of sociology at the University of Louisville. She also serves as a facilitator, workshop leader, and invited speaker on diversity, equity, and inclusion issues in higher education. Tasha Souza is the director of BUILD (Boise State Uniting for Inclusion and Leadership in Diversity) and professor of communication at Boise State University. References:
Andrews, M. (Dec. 22, 2020). Ice breakers. Inside Higher Ed, https://www.insidehighered.com/blogs/leadership-stratedgy/breaking-ice

Anon. (Aug. 14, 2020) Set up the HyFlex classroom. Asbury University, https://www.asbury.edu/wp-content/uploads/2020/08/HyFlex-Set-Up-Instructions.pdf

Castelli, F. & Savary, M. A. (Jan. 2021). Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution, https://www.researchgate.net/publication/347994838_Why_students_do_not_turn_on_their_video_cameras_during_online_classes_and_an_equitable_and_inclusive_plan_to_encourage_them_to_do_so

Center for Sexual and Gender Diversity (n.d.) Changing pronouns on Zoom. Duke University, https://studentaffairs.duke.edu/csgd/pronouns/changing-pronouns-zoom

Cheung, F., Ganote, C. M., & Souza, T.J. (2016). Microaggressions and microresistance: Supporting and empowering students. Faculty Focus Special Report: Diversity and Inclusion in the College Classroom. Magna Publication. http://ww1.facultyfocus.com/register/free-reports/main.html?product_id=520).

Ganote, C. M., Cheung, F., & Souza, T. J. (2015). Don't Remain Silent! Strategies for Supporting Yourself and Your Colleagues via Microresistance and Ally Development. Featured article in POD Diversity Council White Paper.

Ganote, C. M., Cheung, F. Souza, T.J. (2016). Responding to microaggressions with microresistance: A framework for consideration. Featured article in POD Diversity Council White Paper. https://podnetwork.org/content/uploads/DC-white-paper-2016_Final2.pdf

Fuller, R. W. (May 25, 2011). What is rankism and why do we "do" it? Huffington Post, https://www.huffpost.com/entry/what-is-rankism-and-why-d_b_465940

Irey, S. (2013). How Asian American women perceive and move toward leadership roles in community colleges: A study of insider counter narratives, PhD. Diss., University of Washington. https://digital.lib.washington.edu/researchworks/handle/1773/22898

Jaschik, S. (Sep. 6, 2017). Interview with Tatum, B.D. Updated classic on race relations. Inside Higher Ed, https://www.insidehighered.com/news/2017/09/06/beverly-daniel-tatum-discusses-new-version-why-are-all-black-kids-sitting-together

Kanter, B. (Apr. 8, 2020). Ways To Use Zoom Breakout Rooms To Increase Meeting Engagement. https://bethkanter.org/zoom-breakout-tips/

Learning Forum SuperCamp. (2015). Accessed 2015. https://prezi.com/tszt1slnknpa/otfd-a-powerful-communication-technique/.

Livestorm. (Jan 20, 2021). Best practices when sharing a screen. https://support.livestorm.co/article/93-best-practices-screen-sharing-webinar

Mason, J. (Mar. 25, 2020). Things we saw today: The New York Times is wrong, everyone wants to see your pet on video conferences. Mary Sue, https://www.themarysue.com/the-new-york-times-is-wrong-about-pets-on-video-conferences/

Silverman, D. (Aug. 06, 2009). The 50-minute meeting. Harvard Business Review, https://hbr.org/2009/08/the-50minute-meeting.html

Souza, T. J. (Apr. 18, 2018). Responding to microaggressions in the classroom: Taking A.C.T.I.O.N. Faculty Focus, https://www.facultyfocus.com/articles/effective-classroom-management/responding-to-microaggressions-in-the-classroom/

Souza, T., Vizenor, N., Sherlip, D., & Raser, L. (2016). Transforming conflict in the classroom: Best practices for facilitating difficult dialogues and creating an inclusive communication climate. In P. M. Kellett & T. G. Matyok (Eds.), Transforming conflict through communication: Personal to working relationships. (pp. 373-395). Lanham, MD: Lexington Books.

Souza, T.J. (2016). Managing hot moments in the classroom: Concrete strategies for cooling down tension. Faculty Focus Special Report: Diversity and Inclusion in the College Classroom. Magna Publication. https://www.academia.edu/31355266/Article_1_Managing_Hot_Moments_in_the_Classroom_Concrete_Strategies_for_Cooling_Down_Tension_Paper_2_Microaggressions_and_Microresistance_Supporting_and_Empowering_Students

Student Office for Accessibility Resources. Strategies for inclusive Zoom presentations, Furman University, https://furman.app.box.com/s/u5s3977ker5r4dm8ohbdvgvu193g9wkm

Sue, D.W. et al. (May-Jun 2007). Racial microaggressions in everyday life: implications for clinical practice. American Psychology, 62(4), 271.

Zoom Help Center (n.d.). Closed captioning and live transcription. https://support.zoom.us/hc/en-us/articles/207279736-Managing-and-viewing-closed-captioning

Zoom Help Center (n.d.). Raising your hand in a webinar. https://support.zoom.us/hc/en-us/articles/205566129-Raising-your-hand-In-a-webinar

Zoom Video Communications (n.d.). Best practices for securing your Zoom meetings. https://zoom.us/docs/doc/Securing%20Your%20Zoom%20Meetings.pdf

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Floyd Cheung, Cynthia Ganote, and Tasha Souza

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Microresistance as a Way to Respond to Microaggressions on Zoom and in Real Life | Faculty Focus

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Someone speaks over you. The chair consistently overlooks your raised hand. A colleague takes credit for an idea that someone else articulated just moments ago. Misgendering. Mispronunciation of names. Tokenizing, dismissive, and even toxic behaviors.

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The Office for Diversity, Equity, and Inclusion provides leadership and support on matters relating to equity, diversity, access, respect and inclusiveness for all members of the George Mason University community.

At George Mason, the rich diversity of our students, faculty, and staff is an essential source of our institutional strength.

This office is committed to promoting institutional diversity, inclusion and equity, as well as supporting a culture of integrity and a community that values shared responsibility. It is our mission to build Mason into a world-class model of inclusive academic excellence.

As the face of the nation continues to change, "diversity" and "inclusion" have expanded beyond simplistic definitions to include the lives and experiences of persons from a growing array of backgrounds, cultures and identities. Diversity is dynamic, not static, and as such Mason will continue to reflect these changes with the understanding that a diverse learning environment is a benefit to all.

Decades of research have shown that diversity-nurtured in a welcoming and respectful environment-encourages critical thinking, reduces harmful stereotypes, and strengthens the ability to communicate, work and play across lines of identity and difference. Diversity enhances the learning experience by exposing and challenging us to consider, weigh and value the thoughts, experiences and practices of those different from ourselves.

These are essential skills for participants in a globally connected world, and Mason takes seriously its commitment to providing students with a richly diverse learning environment that cultivates their development into the able leaders and productive citizens that our nation and world demand.

DEI welcomes your support and involvement as we strive to advance Mason's commitment to ensuring a diverse and inclusive learning, working and living environment.

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The Office for Diversity, Equity, and Inclusion provides leadership and support on matters relating to equity, diversity, access, respect and inclusiveness for all members of the George Mason University community. At George Mason, the rich diversity of our students, faculty, and staff is an essential source of our institutional strength.

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Say My Name Right: Tips Producing Microaggression-Free Zoom Meeting

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"Oh, and I'll pass it to...oh, I'm sorry if I mispronounce any names here, I know I will just butcher it, I'm so sorry..." a Kate, or Anna, or Samantha says before completely butchering my name. I sigh and unmute myself once I hear them flustered.

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6 mins, 53 secs read time

When you're striving to create an inclusive workplace, all employees must feel a sense of belonging and psychological safety. But this can easily be undermined by microaggressions.

Harvard Business Review defines microaggressions as "derogatory or negative slights and insults to the target person or group."

What makes microaggressions especially insidious is that the person committing them often sees them as insignificant - a throwaway comment or thoughtless action. But people from underrepresented and marginalized groups can experience microaggressions every day in their personal and professional lives. And the effects of microaggressions add up over time. They can have a very real negative impact on an employee's experience, physical health and psychological wellbeing.

According to SurveyMonkey's research, 68% of Americans say microaggressions are a serious problem. And microaggressions include more than racial slights. They can be put-downs that target women, people of color, LGBTQ+ individuals and anyone from an underrepresented group. Jamie Adasi, Director of DE&I at Greenhouse, says, "Whether they're intentional or unintentional, microaggressions can have a lasting impact on employee morale, retention and turnover."

Jamie further explains, "The impact of microaggressions can often be subtle. A leader may begin noticing that employees from underrepresented backgrounds are leaving in larger numbers, or that engagement and inclusion metrics are consistently lower for historically marginalized groups. When employees do bring microaggressions to a leader's attention, how that person or an HR professional handles the claims says a lot about how a company demonstrates its commitments to racial equity, social justice and an organization's ever-growing DE&I needs."

While many companies have largely moved to a virtual work setting, microaggressions persist. As Fast Company puts it, "The COVID-19 pandemic has opened much of our workforce to a new surge of microaggressions by making coworkers as unwelcome guests in their homes through video meetings."

Until the underlying biases that lead to microaggressions are addressed, they will continue to exist. This is why leaders must take a proactive role in preventing and combating the biases that can lead to harmful microaggressions.

Understanding the different ways microaggressions can manifest

Columbia professor Derald Wing Sue identified three types of microaggression: microassault, microinsult and microinvalidation. A microassault is an explicit verbal or nonverbal action "meant to hurt the intended victim through name-calling, avoidant behavior or purposeful discriminatory actions." This is the most obvious type of microaggression and might involve using a racial slur or refusing to work with someone because of their race or another characteristic.

A microinsult is a subtle snub that demeans a person's heritage or identity. It might involve telling a joke about someone's ethnicity or a manager giving preferential treatment to certain employees.

And a microinvalidation excludes or negates the thoughts, feelings and experiences of the marginalized individual. This could include telling a person that they're taking a joke "the wrong way" or being overly sensitive when they bring attention to a situation that made them uncomfortable.

All types of microaggression can occur in a virtual setting, whether it's a comment about someone's appearance on a video call ("Oh, you're wearing your natural hair these days!"), a manager who is hypervigilant only with specific individuals because of biased assumptions that those employees aren't working as much as their peers or exclusionary discussions that occur in echo chambers like private Slack channels.

Jamie points out several examples of microaggressions that are more likely to occur in a virtual setting, including:

Leaders or people in power becoming agitated when employees don't want to be on camera. They see this as a sign of disengagement when in fact the employees are trying to protect their space and personal living situation.

Making comments about someone's at-home workspace in a negative or surprised/shocked manner.

Insensitive comments made on company chat forums about specific underrepresented groups of people.

Mistaking one BIPOC (Black, Indigenous or Person of Color) employee for another BIPOC employee when addressing someone on a video call.

Leaders witnessing and not addressing microaggressions head-on when they occur.

Not recognizing different ability levels and multiple learning styles in the way virtual meetings or working sessions are run. Introverts and people with different learning styles may require more of a heads up on agenda items and topics to process copious amounts of information by video.

Creating a plan of action to address bias and microaggressions

Because microaggressions are tied to bias, you'll want to think about how you can address both the cause and effect. It's not enough to just respond to microaggressions when they occur - you'll also want to help educate your employees to prevent them in the first place. It's also important to consider your plan for people on both sides of the microaggressions - those who are making the gestures or comments and those who are experiencing them. Since one of the main types of microaggression involves negating the feelings of others, it's essential to help employees accept the role they have in causing microaggressions even if that's not their intention.

Leaders can help prevent bias and microaggressions by first addressing and raising awareness about their own journey and behaviors around microaggressive incidents. Jamie says, "At Greenhouse, we hosted an International Women's Day panel and talked extensively about concepts like microaggressions, intersectional bias and imposter syndrome. Part of doing this was not only to have some of our female leaders of color share, but to also help others understand how microaggressive behaviors can show up across all levels of an organization."

Jamie also recommends remembering the concept of immediacy. "There may be times where we witness some microaggressive behavior, or we exhibit microaggressive behavior and you don't address it right away. Instead of giving people time to create their own stories, do what is right by addressing mishaps as soon as possible." You can gain more confidence in having uncomfortable conversations by forming a small, diverse coalition of peers that you can go to when you've messed up to ask for advice on your next steps. "This should be a group of trusted advisors who you know will hold you accountable," says Jamie.

And when necessary, Jamie says, "Seek help from your HRBP when microaggressive behavior has gone too far and caused real trauma or harm to underrepresented groups of people."

To help raise awareness and create an environment where people feel safe sharing their experiences with microaggressions, consider how you can commit to ongoing education. As the Co-Chair for Greenhouse's inaugural DE&I Council Wayne Lorenzo Titus writes, "If companies want to be great places to work and attract exceptional talent, they need to systematically address their own biases, open up a transparent dialogue and commit to rigorous anti-racism institutionalization."

Wayne suggests that casual gatherings for educational conversations can be effective, with a few caveats:

"Make sure there's a general baseline in education about DE&I (what it is and why it's important) before diving into nuanced topics. It is also a prerequisite that everyone involved feels safe enough to be vulnerable. You can enhance that safety with a basic framing of the issues to be covered, some resources to review ahead of time and a commitment to education throughout. Rarely are these discussions easy and they are often uncomfortable, but that is even more reason to set expectations and define communication norms."

To create a truly inclusive work environment, leaders must recognize that bias and microaggressions will continue to occur as long as they go unchecked. This is why having a plan of action is so critical. Jamie says, "When microaggressive behavior occurs, remember to reflect on what has occurred and make a conscious plan for how to ensure the behavior will not happen again. It's not if you mess up, but when you mess up, so be ready to be vulnerable in either owning how you messed up or helping others to own how they messed up to help jump-start the healing journey." This approach will help you show your employees that you truly value them and want to create a work environment where everyone can shine.

At Greenhouse, we believe that when people are heard, their voices can make a difference - and when people feel included, they bring their whole selves to their work. Learn more about our mission here.

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How to prevent microaggressions in the virtual workplace | Greenhouse

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6 mins, 53 secs read time When you're striving to create an inclusive workplace, all employees must feel a sense of belonging and psychological safety. But this can easily be undermined by microaggressions. Harvard Business Review defines microaggressions as "derogatory or negative slights and insults to the target person or group."

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This article taught me about the OTFD technique (Observe, Think, Feel, Desire) to help organize thoughts when a microaggressions occur- super helpful!

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This article taught me about the OTFD technique (Observe, Think, Feel, Desire) to help organize thoughts when a microaggressions occur- super helpful!