Microaggressions in the Classroom: Understanding Their Impact and How We Can Respond
Instructor: Ian Halteh
Embedded Files
- Learning Targets -
My Students Will Be Able To...
1. Describe microaggressions in the context of a classroom environment.
1. Describe microaggressions in the context of a classroom environment.
2. Provide unique examples of different microaggressions in the classroom.
2. Provide unique examples of different microaggressions in the classroom.
3. Describe potential effects of microaggressions and the students that they most often affect.
3. Describe potential effects of microaggressions and the students that they most often affect.
Because microaggressions can be such a common occurence in classrooms, it would not be a surprise to hear that any given student had experienced a microaggression;
Because microaggressions can be such a common occurence in classrooms, it would not be a surprise to hear that any given student had experienced a microaggression;
Have there ever been any moments where you felt like you may have experienced or witnessed a microaggression in a classroom enviornment?
Have there ever been any moments where you felt like you may have experienced or witnessed a microaggression in a classroom enviornment?
Defining Microaggressions in the Classroom
Microaggressions in the classroom can be defined as minor everyday interactions that contain triggers for controversial topics like race, gender, and religion (Murray, 2020). These triggers can also be communicated through wall displays, videos shown to the class, and other symbolism in any given classroom environment which begins to show how these microaggressions can be both intentionally and unintentionally targeted at a student (Berk, 2017; Murray, 2020).
Taking a Step Inside the Classroom to Explore Microaggressions
Taking a Step Inside the Classroom to Explore Microaggressions
Microaggressions come in forms of both written and verbal communication and can often be hard to differentiate from disrespect or behavioral issues (Murray, 2020; Hooper et al, 2021). It is easy to mismanage incidents of microaggressions in the classroom and lose control of that given situation which can negatively affect a student’s performance and ability to learn. The most effective way of confronting a student about a microaggression they may have made towards the teacher or another student is found in understanding and patience rather than accusation (Souza, 2018).
Which of the following are NOT a common form of communication regarding microaggressions?
Which of the following are NOT a common form of communication regarding microaggressions?
a. A comment made by a classmate.
b. A poster hung up on the wall.
c. A video used to aid instruction.
d. Feedback given on a test.
Correct Answer: D
Common Victims of Microaggressions and the Adverse Effects
Common Victims of Microaggressions and the Adverse Effects
Microaggressions in the context of a classroom are often targeted at marginalized groups of students (Hooper et al, 2021). Due to the fact that these microaggressions are triggered by race, religion, and gender based topics it almost exclusively negatively affects marginalized groups in a given school demographic. Microaggressions are often repetitive actions which compile over time into a bigger issue especially if left unchecked by the instructor or a fellow classmate (Murray, 2020). There has shown to be a correlation between microaggressions targeted at marginalized students and decline in classroom performance (Hooper et al, 2021; Burleigh, C. L., & Wilson, A. M., 2021).
As a teacher, you notice that a student is a frequent target of microaggressions in your classroom, how might these repeated incidents affect their attitude towards learning in your class.
As a teacher, you notice that a student is a frequent target of microaggressions in your classroom, how might these repeated incidents affect their attitude towards learning in your class.
a. The student would likely become aggressive by using words or physical force to deter the aggressors from making these comments.
b. The student would likely convince their parents and sue the school because they feel as though they are a victim of a hate crime.
c. The student would likely gradually withdraw from engaging in the course due to lack of intervention and harboring of bad emotions.
d. The student would likely use the negativity as fuel to work harder and shoot to achieve higher goals.
Correct Answer: C
Potential Impact on Students
Potential Impact on Students
Microaggressions that take place in a classroom have been proven to be a prominent negative factor in a students ability to succeed which makes for an important content area for current and future educators (Burleigh, C. L., & Wilson, A. M., 2021). Given the fact that marginalized groups are already at certain disadvantages in schools creates a greater need for proper response to microaggressions in the classroom (Childs, J. R., Thota, N., & Calden, A., 2022). It is proven that leaving these microaggressions unchecked can completely disengage a student from a particular teacher or class (Murray, 2020).
How I Used AI
I did not use AI any differently from the draft. The two AI programs I used were ChatGPT and Canva. I used Canva to generate all of the images in my lesson apart from the colored backgrounds. ChatGPT was a valuable tool in brainstorming when I reached writer's block, specifically on finding ordering of the headings and a nice flow for my lesson. These tools were very helpful in creating my wikibook because it almost makes the assignment feel like a group project where I have exterior help with putting it together and creating ideas.
References
Berk, R. (2017). Part 3. microaggressions in the classroom - Ronald A. Berk. Berk’s Law. https://www.ronberk.com/articles/2017_micro3.pdf
Burleigh, C. L., & Wilson, A. M. (2021). Teachers’ awareness in identifying microaggressive behaviors within the K-12 classroom. Social Psychology of Education, 24(1), 143–167. https://doi.org/10.1007/s11218-020-09604-9
Childs, J. R., Thota, N., & Calden, A. (2022). Teaching through microaggressions: Considerations for Faculty. About Campus: Enriching the Student Learning Experience, 27(4), 4–7. https://doi.org/10.1177/10864822221123932
Flores Neimann , Y. (2021, January 27). Microaggressions in the classroom. PBS LearningMedia. https://virginia.pbslearningmedia.org/resource/cb19-ss-microaggressions/microaggressions-in-the-classroom/
Hooper, L. M., Steketee, A., Valencia, B. T., Printz, D., & Williams, M. T. (2021). Racial and language microaggressions in the school ecology. Perspectives on Psychological Science, 16(5), 1075–1098. https://doi.org/10.1177/1745691621995740
Souza, T. (2018, April 30). Responding to microaggressions in the classroom. Faculty Focus. https://asian.washington.edu/sites/asian/files/documents/internal/responding_to_microaggressions_in_the_classroom.pdf
Murray, T. A. (2020). Microaggressions in the classroom. Journal of Nursing Education, 59(4), 184–185. https://doi.org/10.3928/01484834-20200323-02
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