According to theoretical work on epistemic injustice, baseless discrediting of the knowledge of people with
marginalized social identities is a central driver of prejudice and discrimination. Discrediting of knowledge may
sometimes be subtle, but it is pernicious, inducing chronic stress and coping strategies such as emotional
avoidance. In this research, we sought to deepen the understanding of epistemic injustice’s impact by examining
emotional responses to being discredited and assessing if m…
Read moreAccording to theoretical work on epistemic injustice, baseless discrediting of the knowledge of people with
marginalized social identities is a central driver of prejudice and discrimination. Discrediting of knowledge may
sometimes be subtle, but it is pernicious, inducing chronic stress and coping strategies such as emotional
avoidance. In this research, we sought to deepen the understanding of epistemic injustice’s impact by examining
emotional responses to being discredited and assessing if marginalized social group membership predicts these
responses. We conducted a novel series of three experiments (Total N = 1690) in which participants (1) shared
their factual knowledge about how a game worked or their personal feelings about the game; (2) received discrediting feedback (invalidating remarks), validating feedback (affirming remarks), or insulting feedback (general negative social evaluation); and then (3) reported their affect. In all three studies, on average, affective
responses to discrediting feedback were less negative than to insulting feedback, and more negative than to
validating feedback. Participants who shared their knowledge reported more negative affect after discrediting
feedback than participants who shared their feelings. There were consistent individual differences, including a
twice-replicated finding of reduced negative affect after receiving discrediting and insulting feedback for Black
men compared to White men and women and Black women. Black men’s race-based traumatic symptom scores
predicted their affective responses to discrediting and insulting feedback, suggesting that experience with
discrimination contributed to the emotional processing of a key aspect of epistemic injustice: remarks conveying
baseless discrediting of knowledge.