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We would like to invite you to submit your proposal to our workshop on "Exploring Marginalization from Within: Reimagining Marginalized Voices" at the Critical Management Studies Conference in Nottingham, UK, June 20-22, 2023.
The deadline for submitting your expression of interest is March 31st, 2023. The call for submissions can be found below. Please do not hesitate to contact us if you have any questions.
We look forward to receiving your submissions,
Nisha Nair & Neharika Vohra
CALL FOR SUBMISSIONS AND EXPRESSION OF INTEREST
13th International Critical Management Studies Conference, Nottingham, June 20-22, 2023
Workshop: Exploring Marginalization from Within: Reimagining Marginalized Voices
Nisha Nair, Clinical Assistant Professor, Katz Graduate School of Business, University of Pittsburgh, email@example.com
Neharika Vohra, Professor, IIM Ahmedabad, firstname.lastname@example.org
Deadline for Submission: March 31st, 2023
Decision for Acceptance: April 14th, 2023
Central to the discourse on diversity and inclusion is the need to explore marginalization and exclusion (Mor Barak, 2011). It has been suggested that researchers rarely consider marginalized people's voices and experiences as relevant resources to foster understanding (Alm & Guttormsen, 2021). There is also the problem of unconscious misrepresentation of marginalized groups in organizational research, emerging from researcher ignorance or insensitivity (Chowdhury, 2022). Even when focusing on exclusion there has been a lack of integrating the voices of the marginalized in the academic discourse (Alm & Guttormsen, 2023). There is thus a need to center the voices of those marginalized if we are to truly move the needle from exclusion to inclusion both in business organizations as well as in education and academia.
One way in which marginalization and exclusion plays out is through subtle forms of denigration and exclusion conveyed by way of microaggressions (Sue et al., 2007; Sue, 2010). It has been pointed out that different forms of microaggressions also inhibit inclusion in the classroom (Nair & Good, 2020), conferences and in the academy (Sykes, 2021). A recent meta-analysis also points to the damaging effects of microaggressions on recipients' physical and psychological health, in addition to perpetuating marginalization and exclusion (Costa et al., 2022).
The work on microaggressions gained popular attention largely through the early research of Sue and colleagues (Sue et al., 2007; Sue, Bucceri, Lin, Nadal, & Torino, 2007; Sue, Capodilupo, & Holder, 2008; Sue, Capodilupo, Nadal, & Torino, 2008). Microaggressions were initially studied through the axis of race, and defined as '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' (Sue et al., 2007, p. 273). From this early focus on microaggressions focused on race, other forms and categories of microaggressions directed at other marginalized groups have entered the discourse which include microaggressions based on gender (Basford, Offermann, & Behrend, 2014; Gartner & Sterzing, 2016), ethnic minority status (Balsam et al., 2011; Clark et al., 2014), sexual orientation (Shelton & Delgado-Romero, 2011; Woodford, Howell, Kulick, & Silverschanz, 2013) and more recently that on intersectional identities (Lewis, Mendenhall, Harwood, & Huntt, 2016; Sterzing, Gartner, Woodford, & Fisher, 2017). Even so, the predominant lens of considering microaggressions remains that of race and gender. Here too, there are missing voices and forms of marginalization that are only recently beginning to get attention or have not yet been researched or studied.
Other than the often-studied categories of race and gender, attention also needs to be paid to other marginalized voices, be it disability and ableism (Kattari, Ingarfield, Hanna, McQueen, & Ross, 2020) or exclusion based on religious affiliation (Husain & Howard, 2017) and social class (Gray, Johnson, Kish-Gephart, & Tilton, 2018). While microaggressions directed at immigrants is recently being discussed (Sissoko & Nadal, 2021), disability and ableism have also been posed as barriers to inclusion in education (Kattari, Ingarfield, Hanna, McQueen, & Ross, 2020). Another category that is still missing in exploration is that of class-based microaggressions (Choi, Kim, & Evans, 2022; Gray, Johnson, Kish-Gephart, & Tilton, 2018). Another emergent strain of exclusion and marginalization is centered around refugee identities and microaggressions directed at refugee students in school settings (Butler & Abawi, 2021), calling for a more intersectional viewing of microaggressions and marginalization.
Beyond the categories of missing marginalized voices informing our understanding of exclusion and marginalization is the question of which narratives are dominant in defining the marginalized foci of exploration. Some have argued that the application of a Euro American perspective to understanding of culture and diversity can be limiting in other cultural contexts such as that of India, with considerations of caste-based violence remaining marginalized and invisible (Bhatia & Priya, 2021). It is posed that colonial legacies still dominate in Euro-American psychology with the Indian subcontinent voices, although a large proportion of the world population, still remaining marginalized and invisible in much of the psychology literature (Bhatia & Priya, 2021). Thus, central to incorporating the voices of the marginalized in the diversity and inclusion discourse, is also the broadening of frames used to understand what forms of marginalization exist in not just organizational studies, but particularly in academic framing of the discourse.
Thus, this workshop will be an attempt to center the discussion on marginalization from within the academic community by jointly exploring the different marginalized or misrepresented voices through both an in-depth exploration of varied microaggressions both known and yet to be explored and studied, as well as actively examining our own roles in perpetuating or signalizing exclusion and marginalization.
The workshop is thus meant for -
- Highlighting marginalized voices and centering the conversation of diversity and inclusion from the perspective of the marginalized.
- Exploring the different forms of microaggressions in academia and address ways to combat them.
- Anyone working on inclusion, exclusion, marginalization, microaggressions, etc., particularly those who are adopting or centering the marginalized perspectives.
- Those exploring exclusion and marginalization that go beyond the dominant narratives of race, gender, sexual orientation, etc.
- Those interested in exploring alternate forms of marginalization and suppression of voices.
The workshop will be in an in-person format only. It will run as a large focus group with participants sharing their own understanding of incorporating marginalized voices in academia and their research and explore the different forms in which marginalization may play out in our classrooms and academic community. The aim is also to help introspect on our collective blind spots or unconscious biases with regard to privileging certain identities or contributing to marginalization of some voices. The aim is also to have a dialogue and open conversations surfacing alternate forms of exclusion and marginalization yet to find root in the literature. The attempt will be to center marginalized voices and identify new spaces for exploration and awareness building in the discourse on exclusion and marginalization.
Submission instructions: To be considered, please submit an application or abstract (minimum 500 words, maximum 1000 words, single spaced, 12point font) offering your expression of interest in the workshop and outlining connection to the workshop theme. Connections can take the form of existing research in allied areas or a proposal on how participation in the workshop can potentially be used and applied. Please send your expressions of interest for participating in the workshop to email@example.com and firstname.lastname@example.org latest by March 31st, 2023.
Alm, K., & Guttormsen, D.S.A. (2023). Enabling the voices of marginalized groups of people in theoretical business ethics research. Journal of Business Ethics,182: 303–320.
Balsam, K. F., Molina, Y., Beadnell, B. Simoni, J., Walters, K. (2011). Measuring multiple minority stress: The LGBT people of color. Cultural Diversity and Ethnic Minority Psychology, 17 (2), 163-174.
Basford, T. E., Offermann, L. R., & Behrend, T. S. (2014). Do you see what I see? Perceptions of gender microaggressions in the workplace. Psychology of Women Quarterly 38 (3), 340-349.
Bhatia, S., & Priya, K. R. (2021). Coloniality and psychology: From silencing to re-centering marginalized voices in postcolonial times. Review of General Psychology, 25(4), 422–436. https://doi.org/10.1177/10892680211046507
Butler, A., Abawi, Z. (2021). Deconstructing citizenship and belonging: Refugee student integration and microaggressions in Ontario schools. In J.K. Corkett, C.L. Cho, A. Steele, (Eds.), Global perspectives on microaggressions in schools: Understanding and combating covert violence, (pp. 78-92). New York: Routledge/Taylor & Francis. DOI:10.4324/9781003089681-8.
Choi, N.-Y., Kim, Y. H., & Evans, C. A. (2022). An examination of the psychology of working theory with employed Asian American women. The Counseling Psychologist, 50(8), 1074–1095. https://doi.org/10.1177/00110000221116885
Chowdhury, R. (2022). Misrepresentation of marginalized goups: A critique of epistemic neocolonialism. Journal of Business Ethics, https://doi.org/10.1007/s10551-022-05229-4.
Clark, D. A., Kleiman, S., Spanierman, L. B., Isaac, P., & Poolokasingham, G. (2014). "Do you live in a teepee?" Aboriginal students' experiences with racial microaggressions in Canada. Journal of Diversity in Higher Education, 7 (2), 112-125.
Costa, P. L., McDuffie, J. W., Brown, S. E. V., He, Y., Ikner, B. N., Sabat, I. E., & Miner, K. N. (2023). Microaggressions: mega problems or micro issues? A meta-analysis. Journal of community psychology, 51(1), 137–153. https://doi.org/10.1002/jcop.22885.
Gartner, R. E., & Sterzing, P. R. (2016). Gender microaggressions as a gateway to sexual harassment and sexual assault: Expanding the conceptualization of youth sexual violence. Journal of Women and Social Work, 31(4), 491-503.
Gray, B., Johnson, T., Kish-Gephart, J., & Tilton, J. (2018). Identity work by first-generation college students to counteract class-based microaggressions. Organization Studies, 39(9), 1227–1250. https://doi.org/10.1177/0170840617736935
Husain, A., & Howard, S. (2017). Religious microaggressions: A case study of Muslim Americans. Journal of Ethnic & Cultural Diversity in Social Work, 26 (1-2), 139-152.
Kattari, S. K., Ingarfield, L., Hanna, M., McQueen, J., & Ross, K. (2020). Uncovering issues of ableism in social work education: a disability needs assessment. Social Work Education, 39:5, 599-616, DOI: 10.1080/02615479.2019.1699526.
Lewis, J. A., Mendenhall, R., Harwood, S. A., & Huntt, M. B. (2016). "Ain't I a woman?" Perceived gendered racial microaggressions experienced by Black women. The Counseling Psychologist, 44 (5), 758–780.
Mor Barak, M. E. (2011). Managing diversity: Toward a globally inclusive workplace. Thousand Oaks, CA: Sage Publications.
Nair, N., & Good, D. (2020). Diversity in the classroom: Microaggressions and their impact. In A. J. Murrell, J. L. Petrie-Wyman, & A. Soudi (Eds.), Diversity Across the Disciplines: Research on People, Policy, Process, and Paradigm, pp.145-158. Charlotte, NC: Information Age Publishing.
Shelton, K., & Delgado-Romero, E. A. (2011). Sexual orientation microaggressions: The experience of lesbian, gay, bisexual, and queer clients in psychotherapy. Journal of Counseling Psychology, 58 (2), 210-221.
Sissoko, D. R. G., & Nadal, K. L. (2021). Microaggressions toward racial minority immigrants in the United States. In P. Tummala-Narra (Ed.), Trauma and racial minority immigrants: Turmoil, uncertainty, and resistance (pp. 85–102). American Psychological Association. https://doi.org/10.1037/0000214-006
Sterzing, P. R., Gartner, R. E., Woodford, M. R., & Fisher, C. M. (2017). Sexual orientation, gender, and gender identity microaggressions: Toward an intersectional framework for social work research. Journal of Ethnic & Cultural Diversity in Social Work, 26 (1/2), 81-94.
Sue, D. W. (2010). Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation, Wiley, Hoboken, NJ.
Sue, D. W., Bucceri, J. M., Lin, A. I., Nadal, K. L., & Torino, G. C. (2007). Racial microaggressions and the Asian American experience. Cultural Diversity & Ethnic Minority Psychology, 13, 72–81.
Sue, D. W., Capodilupo, C. M., & Holder, A. M. B. (2008). Racial microaggressions in the life experience of Black Americans. Professional Psychology: Research and Practice, 39, 329–336.
Sue, D. W., Capodilupo, C. M., Nadal, K. L., & Torino, G. (2008). Racial microaggressions and the power to impose reality. American Psychologist, 63: 277–279.
Sykes, B. L. (2021). Academic turning points: How microaggressions and macroaggressions inhibit diversity and inclusion in the academy. Race and Justice, 11(3): 288–300. https://doi.org/10.1177/21533687211001909.
Woodford, M. R. Howell, M. L., Kulick, A., & Silverschanz, P. (2013). "That's so Gay": Heterosexual male undergraduates and the perpetuation of sexual orientation microagressions on campus. Journal of Interpersonal Violence, 28 (2), 416-435.
Clinical Assistant Professor
Katz Graduate School of Business
University of Pittsburgh