Microaggressions present significant barriers to entry and advancement for faculty from traditionally marginalized groups, yet workplace interventions to stymy them remain undocumented in the literature. The purpose of this study was to evaluate the impact of bystander training to deal with subtle expressions of bias in the academic workplace. We developed a 2-h interactive bystander training workshop that specifically addressed intervening in microaggressions university faculty experience; approximately 21% of the full-time faculty participated in the training. Results indicate that post workshop, participants endorsed higher levels of likelihood of bystander intervention and higher levels of bystander efficacy to deal with microaggressive events (compared to pre-test 4 days before the workshop); scores on these measures remained significantly greater than pre-test at both 6-week and 12-week follow-up. Furthermore, preliminary evidence suggests that both likelihood of bystander intervention and bystander efficacy scores predicted self-reported bystander behavior at both 6 and 12 week follow up. These findings suggest that bystander training may be a promising approach to tackling microaggressions faculty experience in higher education.

微观攻击对传统边缘化群体的教职员工进入和晋升构成了重大障碍，但在文献中仍然没有记录阻碍他们的工作场所干预措施。本研究的目的是评估旁观者培训对处理学术工作场所偏见的微妙表现的影响。我们开发了一个 2 小时的交互式旁观者培训研讨会，专门讨论干预微侵略大学教师的经验；大约21%的全职教师参加了培训。结果表明，在研讨会后，参与者认可旁观者干预的可能性更高，旁观者处理微攻击事件的效率更高（与研讨会前 4 天的预测试相比）；在 6 周和 12 周的随访中，这些措施的分数仍然显着高于预测试。此外，初步证据表明，旁观者干预的可能性和旁观者功效评分都预测了 6 周和 12 周随访时自我报告的旁观者行为。这些发现表明，旁观者培训可能是解决高等教育中教师经历的微观攻击的一种有前途的方法。