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The moderating effects of individual self-stereotyping on the association between frequency of experiencing invisibility and distress.
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In the present times, the discrimination experiences of various marginalized groups tend to be characterized by subtle acts of disrespect and intolerance in addition to the traditional and more blatant incidents of violence. One such newer manifestation is microaggression. This research explored the impact of frequency of experiencing invisibility...
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... Past work examining the relation between individual self-stereotyping using the Multicomponent In-Group Identification Scale and psychological well-being has shown mixed results. One study found that individuals with greater individual self-stereotyping experience greater distress after experiencing a microaggression (Sohi & Singh, 2016). However, another study found that self-stereotyping was associated with well-being among individuals with a marginalized identity (Latrofa et al., 2009). ...
Purpose/Objective: Disability has traditionally been viewed as a deficit in psychology research; however, accruing work suggests that viewing disability as an identity may be protective for mental health and well-being among disabled individuals. Therefore, developing disability identity measures that comprehensively capture this view of disability as an identity is an important step for promoting disabled individuals’ flourishing. Research Method/Design: To address this, we conducted two studies aimed at developing and validating a new scale to measure physical disability identity among adults with physical disability. In Study 1 (N = 104), we solicited feedback on our new scale from adults with physical disabilities and revised our scale to ensure that it captured their lived experiences. In Study 2 (N = 296), we tested the factor structure of the new Physical Disability Identity Scale. All data were collected in 2023. Results: Most participants reported that our scale was easy to comprehend and comprehensively captured their lived experiences. We found evidence for a six-factor structure of the new Physical Disability Identity Scale, which assessed the following dimensions: Connection, Satisfaction, Centrality, Openness, Individual Self-Stereotyping, and Disability Lens. In addition, results suggested that Connection, Satisfaction, and Openness were adaptively related to well-being and health, whereas Centrality, Individual Self-Stereotyping, and Disability Lens were mostly adversely related to well-being and health. Conclusion/Implications: This research suggests that our Physical Disability Identity Scale is valid among adults with physical disabilities and that physical disability identity dimensions may be valuable to consider in future work on well-being and health among individuals with physical disabilities.
... Organizations are culture forms (Smircich, 1985) that serve as social value manifestations and as generators and converters of cultural phenomena (Deal and Kennedy, 1983). Practices within an organization are deeply ingrained in cultural norms that pervade both organizations and the idea of an organization (Bem, 1987;Eagly and Wood, 2012;Lippa et al., 2014;Neculaesei, 2015;Mills, 2017). ...
... Racism has been recognized as a potential stressor for African Americans that harms their physical and mental health (Clark et al. 1999). The survey-based research on racial microaggressions among African Americans in the United States and northeastern migrants in India emphasizes that microaggressions work as chronic stressors and lead to cumulative physical and psychological damage (Sellers and Shelton 2003;Sohi and Singh 2016;Sue, Capodilupo, and Holder 2007). In addition, an emerging line of social neuroscience research has started examining the intraindividual impact of humiliation. ...
Psychology limits the scope of raising questions important in the caste context. While psychology focuses on why and how people feel humiliated, the question in the caste context is why and how people do not feel humiliated despite incessant and gratuitous attacks on their dignity and self-worth. This article argues that psychology needs to adopt a critical orientation to address the experience of caste-based humiliation. The anti-caste perspective of B. R. Ambedkar provides a critical orientation and psychological insights to build a meaningful psychology of caste-based humiliation. Ambedkar rejected individualist, essentialized notion of human self and emphasized the dimension of intergroup emotions to understand caste relations. I develop this argument by analyzing the experience, impact, and resistance to caste-based humiliation among Dalits. I describe caste-based humiliation in extreme (caste atrocities) and less extreme (caste microaggressions) forms and show that the experience of caste-based humiliation is pervasive, direct, but also vicarious. I then examine the psychological impact of caste-based humiliation on the health, social vitality, and appraisal process among Dalits. I show that caste-ridden context makes it difficult to interpret humiliation and affects Dalit life narratives through retrospective feelings of humiliation. Finally, I consider the issue of resistance to humiliation and show that mere appraising of humiliation could also be a form of resistance. The article concludes with an emphasis on exploring the scope of psychological resistance to caste-based humiliation through individual and collective acts of meaning that seek to interpret and transform humiliating existence.
... Terror Management Theory in conjunction with the "availability heuristics" 40 and "category prototype" [41][42] in the present context where any NE person seem to represent in the eyes of non-NE as a Chinese or foreigner which was the epicentre of COVID-19 might help in explaining the behaviour and attitude of many toward NE. Moreover previous research found that NE who self-stereotype as a prototype of NE has also seemed to be more distressed caused by invisibility, a form of micro-aggression 32 . ...
Over the years, the importance of historically neglected North East (NE) India has gained momentum. Previous studies in Psychology have focused either on identity of NE people, migration, acculturation or prejudice. Research on perception of NE (Indian) people by non-NE people (Indian) and vice-versa has been scanty. The present study attempts to understand perception of Northeast (NE) students of India by non-NE students (primarily North Indian/NI students staying in Delhi) using a sentence completion task. Participants consisted of female college students and research scholars; (N=30, mean age = 20.8 years). The study also takes into account the rising cases of racism against NE people in India during the COVID-19 pandemic. Results from the empirical study indicate a general and superficial understanding of NE by non-NE participants. Findings are overall positive, showing that educated and aware student community do not explicitly view NE through the lens of stereotype and prejudice. Yet subtle biases were present. On the contrary, a number of news reports point towards the incidences of prejudice and discrimination against NE people during the COVID-19 pandemic. The secondary data analysis clearly indicates the level of dehumanisation and discrimination that NE people are experiencing. Thus the study calls for more attention of researchers to dive deeper into these opposite trends and bring out the subtle forms of misperceptions to bridge the gulf between NE people and non-NE people. Results indicate that perhaps positive changes are happening only at explicit level, and at implicit level people still harbour negative perceptions and attitudes, which manifests during times of crisis. The findings have been explained with the help of Terror Management Theory.
... This mismatching of the experiences legitimizes the discriminatory attitude towards the marginalized students due to underrepresentation. There are constitutional measures to avoid discrimination in the educational setting, but the research highlighting its social-psychological facets such as macroaggressions towards North-easterners (e.g., Sohi & Singh, 2016), humiliations of Dalit students (Jogdand, 2015) need to consolidate in the everyday consciousness of the university system in India. The result is an incomplete picture of the problem of marginalized students. ...
The current socio-political situation in India has gradually shifted the meaning of leader, power and identity in the Indian higher education system. Normalizing the diverse voices, oppression, concretizing the social categories and policing of education created a crisis of ethics. The majoritarian and populist leadership took the shape of an authentic leader, representing the identities of the groups who prejudice towards the minorities. The higher education systems such as universities have become a seat of monitoring and limiting dissenting voices and a neoliberal wave has taken over the whole system in the name of morality, nationalism and religious dominance. This article presents a critical analysis of leadership in the university settings and the way leadership processes are considered to be authentic and ethical in a cultural context.
... This mismatching of the experiences legitimizes the discriminatory attitude towards the marginalized students due to underrepresentation. There are constitutional measures to avoid discrimination in the educational setting, but the research highlighting its social-psychological facets such as macroaggressions towards North-easterners (e.g., Sohi & Singh, 2016), humiliations of Dalit students (Jogdand, 2015) need to consolidate in the everyday consciousness of the university system in India. The result is an incomplete picture of the problem of marginalized students. ...
The current socio-political situation in India has gradually shifted the meaning of leader, power and identity in the Indian higher education system. Normalizing the diverse voices, oppression, concretizing the social categories and policing of education created a crisis of ethics. The majoritarian and populist leadership took the shape of an authentic leader, representing the identities of the groups who prejudice towards the minorities. The higher education systems such as universities have become a seat of monitoring and limiting dissenting voices and a neoliberal wave has taken over the whole system in the name of morality, nationalism and religious dominance. This article presents a critical analysis of leadership in the university settings and the way leadership processes are considered to be authentic and ethical in a cultural context.
... Feeling a lack in cultural competences or being overwhelmed by the school system and administrative issues might entail parents' fear of failing, leading to self-exclusion (see e.g. Sohi & Singh, 2016). ...
Educational attainment is key for societal integration and participation. In light of growing numbers of immigrants, the question of how school success of children with migrant background can be assured is of utmost importance, certainly for these children and their families but also for societal cohesion. Youngsters with migration background are an important resource for the future, also considering the ageing of many modern societies today. The article by Matthiesen (2019) deals with a well-known problem: migrant parents’ lacking school involvement. The acculturation situation might therefore constitute a disadvantage for children of these migrant families right from the start, especially if we assume that parental involvement has in general positive effects on their children’s school success, able to reduce behavioural problems and to foster academic achievement. The present commentary will deal with these and other questions that have been raised by Matthiesen’s (2019) article.
The current study analyses the motivators and inhibitors of collective action tendency using the Social Identity Model of Collective Action (SIMCA). The study was conducted with a minority and state‐based repressed group known as the old settlers in Sikkim, India. The old settlers are a community that have been historically settled in Sikkim prior to the state's merger with India in 1975. They are racially and ethnically different from the majority population of northeasterners in Sikkim and face both institutional and interpersonal discrimination. A qualitative approach using semi‐structured interviews with 11 old settlers was taken to delineate SIMCA variables – moral conviction, identity, injustice and efficacy – within the context of northeast India. Collective action was motivated through moral conviction via principles of equality and unequal treatment and outsider status, identity via politicisation of identity, creation of social movement organisations, injustice via anger and fraternal resentment and efficacy via marches and legal recourses. Collective action was inhibited through moral conviction via denial of violation, identity via acculturation, injustice via fear and efficacy via learned helplessness. These findings indicate that in state‐based repressed groups, collective action tendencies must be understood from a context‐specific lens that attempts to understand both motivating and inhibitory factors.
The present study explored the relationship between invisibility experiences, a component of microaggressions, and negative career outcome expectations among a sample of Black, Indigenous, and People of Color (BIPOC) students attending a predominantly White institution of higher education (PWI). Additionally, given that invisibility is experienced differently across gender (i.e., intersecting invisibility), we explored whether the relationship between invisibility experiences and negative career outcome expectations differed across women and men. With a sample of 103 BIPOC college students, the findings supported the hypothesis of a significant positive relationship between invisibility experiences and a negative outlook on career advancement. Using Hayes’ SPSS PROCESS, the results also supported the moderation role of binary gender on the relationship between invisibility experiences and negative career outcome expectations in which the relationship was observed only for self-identified men BIPOC students. Implications include providing more attention to the invisibility experiences of BIPOC students, particularly at PWIs, and placing greater effort in assisting with the career development of BIPOC men college students. Specifically, given the significant moderation by gender relationship, customized interventions based on intersecting invisibility experiences are warranted. Additional discussion of the study’s implications and limitations are further described.
