Academic Turning Points: How Microaggressions and Macroaggressions Inhibit Diversity and Inclusion in the Academy

• Author: Bryan L. Sykes
• Published date: 01 July 2021
• Date: 01 July 2021
• DOI: http://doi.org/10.1177/21533687211001909
• Subject Matter: Articles

Article

Academic Turning Points:

How Microaggressions and

Macroaggressions Inhibit

Diversity and Inclusion

in the Academy

Bryan L. Sykes

1

Abstract

In this essay, I reflect upon my experiences as a student, faculty member, and editor.

I argue that microaggressions and macroaggressions, in classrooms and conference

rooms, facilitate academic turning points—moments and experiences that turn

underrepresented scholars away from academia as students, faculty, and staff in

departments, centers, and institutions of higher learning. In what follows, I reflect on

three moments when my career path almost diverged from its current position and

trajectory, and from these experiences, I distill concrete recommendations for

administrators, editors, faculty, and students on how to cultivate academic environ-

ments that enable underrepresented scholars to thrive in the academy.

Keywords

race, microaggression, macroaggression, BLM, academic turning points

The presidential election of Donald Trump in 2016 laid bare the enduring and

pernicious effects of racism, sexism, classism, and ableism in America. From his

unwavering support of white supremacists for the Unite the Right Rally in Charlot-

tesville, Virginia in August 2017, as there were “very fine people, on both sides,” to

his resolute urging of the Proud Boys to “Stand back and stand by” during the 2020

presidential debate, President Trump emboldened hate groups with his utter refusal to

disavow them. However, when Black Lives Matter (BLM) protesters peacefully

1

University of California-Irvine, CA, USA

Corresponding Author:

Bryan L. Sykes, University of California-Irvine, 3317 Social Ecology II, Irvine, CA 92697, USA.

Email: blsykes@uci.edu

Race and Justice

2021, Vol. 11(3) 288–300

ªThe Author(s) 2021

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DOI: 10.1177/21533687211001909

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