Microaggressions in the Classroom

By Thressa Edwards

Image:(2018). [Microaggressions that Texas Tech University students have heard] [Photograph]. Flicker. https://www.flickr.com/photos/ttustudents/40153585291/in/photostream/

Learning Targets

Define microaggressions
Explain how it can affect the classroom
Explain the different kinds of microaggressions

“What are microaggressions?”

Microaggressions are subtle verbal and nonverbal messages that degrade the person or group that a person is targeting. These can be intentional or unintentional, depending on the person who is sending these messages. Any person can be guilty of doing microaggressions, but the most damaging are those that happen between those in power or dominant and those who are not (Capodilupo et al, 2009). At times, it can happen so fast such comments may go unnoticed. Microaggressions can happen anywhere, even in the places where you least expect it, and sometimes you can’t escape from it (Garza, 2019).

“How can microaggressions affect the classroom?”

It can make the classroom feel hostile and uninviting to the students or the teachers in the environment. It can be so bad that instead of saying anything, people would rather be quiet. It means that we are not learning from each other and our cultures. As discussed by Lerner and Fulambarker (2018), we never stop learning, and the classroom would be better and more inclusive if we learn or know of each other’s differences and cultures . It is how we grow as a respectful global citizen to each other. As Shulman (2016) states, “ It’s not my job to educate you,” because it’s not the educator’s or their classmate’s responsibility to teach that there are other cultures than the ones we know of, and how to be respectful of them and others.

“What are the different kinds of microaggressions?”

There are several kinds of microaggressions that can happen, but the most common ones that we see are racial and gender aggressions. These messages can be about how different situations belong to one group rather than the other. Racial microaggressions can create a malignant environment for those around (Capodilupo et al, 2009). For example, “you look pretty for a black girl” can be seen as a racial microaggression. When a person says a sentence similar to this, they are saying that person would be better looking if they weren’t a part of their ethnic group. Other racial microaggression can come from stereotypes and assumptions that people have. Gender microaggressions could also be making one gender uncomfortable in seeking help because they are in another gender’s dominated field (Lester, Struthers, & Yamanaka, 2017). An example would be, “you’re pretty strong for a girl” or “ you’re good for a girl”. This implies that simply because a person is a part of one gender identity that they are not capable of what the other gender can do.

Reflection & Conclusion

Microaggressions can be found everywhere and can be harmful to the people on the receiving end of the comment. It is usually the majority doing it to the minority, trying to discourage or degrade them. Even though I myself have not been at the receiving end of a microaggression, I have seen it happen to other people as well as in our media today. Knowing how to respond to the situation will help in diffusing and making a learning experience out of it (Garza, 2019). Pointing out the issues at the beginning of the class can help remove the aggressions from future conversations in the classroom (Shulman, 2016).

Questions

What are microaggressions?

A. Messages that promote a race or gender.

B. Messages that lifts up a person.

C. Messages that belittle a person or a group.

D. Messages about a certain person.

Which of the following statements would be considered as a microaggression?

A. "You have really nice handwriting."

B. "You speak really good English."

C. "Where are you from?"

D. "What are you doing?"

References

Garza, J. (2019). This Is Not a Drill: The Forecast Calls for Microaggressions. English Journal, 109(1), 18–21.

Lerner, J. E., & Fulambarker, A. (2018). Beyond Diversity and Inclusion: Creating a Social Justice Agenda in the Classroom. Journal of Teaching in Social Work, 38(1), 43–53. https://doi.org/10.1080/08841233.2017.1398198

Lester, J., Struthers, B., & Yamanaka, A. (2017). Unwelcoming Classroom Climates: The Role of Gender Microaggressions in CTE. New Directions for Community Colleges, 2017(178), 67–77. https://doi.org/10.1002/cc.20254

Shulman, L. (2016). Microaggressions and Political Correctness: Creating a Positive Classroom Culture. Journal of Social Work Education, 52(3), 385–386. https://doi.org/10.1080/10437797.2016.1174651

Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183–190. https://doi.org/10.1037/a001419

Answers

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