Microaggressions are: “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, Capodilupo, Torino, Bucceri, Holder, Nadal, et al., 2007, p.273). Although this definition focuses on racial microaggressions, microaggressions can target any marginalized group identity, such as race, socioeconomic class, gender, sexuality, nationality, citizenship, ability, etc. Microaggressions can cause students to experience serious cognitive, behavioral, and emotional reactions, making it very difficult for them to learn (Sue, Lin, Torino, Capodilupo, Rivera, 2009, pp.187-8).

Video Examples of Microaggressions

Common categories of microaggressions:

• Ascription of intelligence (e.g. unintelligent or smarter-than-average based on appearance or accent)

• Denial of racial reality (e.g. dismissing claims that race is relevant to understanding a students' experience)

• Denial or devaluing of experience or culture (e.g. ignoring the existence, histories, cultures of groups of people – assuming that others are like you)

• Making judgments about belonging (e.g. assuming people are foreign or don’t speak English well because of their appearance; questioning someone’s membership status such as “you don’t look disabled” or “you don’t seem that gay to me” or “if you were Jewish, wouldn’t you do x?”)

• Assumption of criminality (e.g. guarding belongings more carefully when around certain groups or expressing fear of certain groups)

• Assumption of immorality (e.g. assuming that poor people, undereducated people, LGBTQ people, or people of color are more likely to be devious, untrustworthy, or unethical)

Types of reactions those targeted by microaggressions may experience:

• Cognitive – internal dialogue about whether to respond

• Behavioral – careful attention to word choice, tone, posture, and body language

• Emotional – exhausted, angry, anxious

PREPARING FOR AND ADDRESSING MICROAGGRESSIONS

Derald Wing Sue, professor of counseling psychology at Columbia University, noted: “All of us are socialized into the society, and it really is the height of arrogance or naiveté́ to think that any of us are immune from inheriting biases that are deeply embedded in this society and culture. They come out in ways that we’re not aware of.” In other words, we are all socialized to commit microaggressions, even if we have good intentions. Understanding microaggressions and the most effective ways to address them can help create and maintain classroom environments where all students can learn.

Before microaggressions happen (and they will happen):

• Recognize and reflect on your own biases, interactions, and behaviors.

• Understand a general definition of microaggressions.

• Consider the various ways that they might manifest themselves and the impact they will have on everyone in the learning environment.

• Understand intent vs. impact: good intentions can have harmful impacts.

• Understand your own triggers and unpack them: what makes you uncomfortable, and why? How can you work with and through this discomfort?

• In the beginning, focus on collaboratively establishing classroom norms for discussion or dialogue.

When microaggressions happen:

• Acknowledge the moment and immediately take the lead in addressing the situation (slow down or stop the conversation).

• Breathe. Pause. Stay as calm as possible.

• Return to the class norms. Hold everyone accountable for their actions and ask for clarification. Explain why the incident is problematic. Support students in critical reflection on the situation.

• Acknowledge the emotions, both visible and invisible. Ask students if they would like to stay in class or take a break.

• While acknowledging the impact, make sure to validate and support those who have been targeted.

• Follow up as needed, e.g. revisit in next class and/or see individuals after class. Identify other people as sources of support.

Source: University of Washington, Center for Teaching and Learning

Additional Resources

• Addressing microaggressions in the classroom

• Allies and Microaggressions

• If you notice a microaggression, mention it

• Acknowledge your mistake and apologize

• Make Sure Students Don't Feel Pressured to Speak for An Entire Group

• Teaching First Graders About Microagressions