The Cyrcle of Microagression Among the Buginesse Adolescent: Examining the Influence of Experiences as a Victim, Observing, Listening to Microaggression Behavior Moderated by Understanding Microaggression
Keywords:
microaggression behavior, microaggression cycle, victim experience, , microaggression statement,, Buginesse students
Abstract
This study aims to investigate the direct and indirect relationship between experience as a victim, observation, and microaggression statements with Bugis regional microaggression behavior moderated by aspects of understanding microaggression in South Sulawesi. The study population was all Bugis students in South Sulawesi enrolled in the 2019/2020 academic year at public and private universities. The purposive sampling method was used to select 207 students who met the inclusion criteria. The instruments used consisted of adaptations of the Racial Microaggression Scale (RMAS) and the Bugis-South Sulawesi Regional Microaggression Scale. The results of data analysis using path analysis showed that experience as a victim of microaggression has a significant direct influence on Bugis regional microaggression behavior. Observation of microaggression also acts as a significant factor in reinforcing microaggression behavior. However, microaggression statements do not have a significant direct influence on microaggression behavior. Understanding of microaggression did not play a significant moderating role in the relationship between exogenous variables and microaggression behavior. These results demonstrate the complexity of the microaggression behavior phenomenon and suggest that there is a cycle to microaggression behavior that is similar to bullying. This cycle involves the roles of perpetrator, victim, bystander. Microaggression and bullying behaviors, although having different forms and expressions of behavior, have in common the impact of demeaning, harming, or discriminating against the victim and tend to occur repeatedly and consistently against the victim, reinforcing the cycle of microaggression behavior.
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References
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Davis, A., & Mirick, R. G. (2022). Microaggressions in Social Work Education: Learning From BSW Students’ Experiences. Journal of Social Work Education, 58(3), 431–448. https://doi.org/10.1080/10437797.2021.1885542
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Domínguez, S., & Embrick, D. G. (2020). Racial microaggressions: Bridging psychology and sociology and future research considerations. Sociology Compass, 14(8), e12803. https://doi.org/10.1111/soc4.12803
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Falla, D., Ortega-Ruiz, R., Runions, K., & Romera, E. M. (2022). Why do Victims become Perpetrators of Peer Bullying? Moral Disengagement in the Cycle of Violence. Youth & Society, 54(3), 397–418. https://doi.org/10.1177/0044118X20973702
Fattoracci, E. S. M., & King, D. D. (2023). The Need for Understanding and Addressing Microaggressions in the Workplace. Perspectives on Psychological Science, 18(4), 738–742. https://doi.org/10.1177/17456916221133825
Firmin, R. L., Mao, S., Bellamy, C. D., & Davidson, L. (2019). Peer support specialists’ experiences of microaggressions. Psychological Services, 16(3), 456–462. https://doi.org/10.1037/ser0000297
Fitri, S., Fitriyani, H., & Ramadhan, A. F. (2018). Pengembangan Media Komik untuk Membangun Kesadaran Budaya di SMA Sulthon Aulia Boarding School Bekasi. INSIGHT: Jurnal Bimbingan Konseling, 7(2), 164–174. https://doi.org/10.21009/INSIGHT.072.06
Foste, Z., & Ng, J. (2022). “Didn’t mean to mean it that way”: The reduction of microaggressions to interpersonal errors of communication among university resident assistants. Journal of Diversity in Higher Education, 15(5), 548–559. https://doi.org/10.1037/dhe0000297
Friedlaender, C., & Ivy, V. (2020). A Defense of Intentional Microaggressions and Microaggressive Harassment. In Microaggressions and Philosophy (pp. 184–204). Routledge. https://doi.org/10.4324/9780429022470-9
Fu, R., Leff, S. S., Carroll, I. C., Brizzolara-Dove, S., & Campbell, K. (2022). Racial Microaggressions and Anti-Racism: A Review of the Literature With Implications for School-Based Interventions and School Psychologists. School Psychology Review, 1–16. https://doi.org/10.1080/2372966X.2022.2128601
Gentry, R., & Whitley, B. (2014). Bullying in Graduate School: Its Nature and Effects. The Qualitative Report, 19(36), 1. https://doi.org/10.46743/2160-3715/2014.1012
Griffith, J., Malone, M. F. T., & Shea, C. M. (2022). From bystander to ally among faculty colleagues: construction and validation of the bystander intervention behavior scale. Equality, Diversity and Inclusion: An International Journal, 41(2), 273–293. https://doi.org/10.1108/EDI-02-2021-0050
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Published
2025-03-16
How to Cite
Umar, N. F., Manggau, A., Hasim, M., Azzahrah, H., & Rafli, M. (2025). The Cyrcle of Microagression Among the Buginesse Adolescent: Examining the Influence of Experiences as a Victim, Observing, Listening to Microaggression Behavior Moderated by Understanding Microaggression. Bulletin of Counseling and Psychotherapy, 7(1). https://doi.org/10.51214/002025071149000
Section
Articles in English
Copyright (c) 2025 Nur Fadhilah Umar, Arifin Manggau, Muhammad Hasim, Humairah Azzahrah, Muhammad Rafli
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