Why Do You Talk, You Know, like “That”?: Using scm and evt to Explore the Microaggressive Student-Teacher Bullying of Expectancy-Violating Black Women

Abstract

The purpose of this article is to examine a personal narrative situated within the contexts of two theoretical frameworks, Stereotype Content Model (Glick & Fiske, 1996; Fiske, 2012) and Expectancy Violation Theory (Bettencourt, Dill, Greathouse, Charlton, & Mulholland, 1997). These frameworks are used to explore a form of microaggressive student-teacher bullying that aims to force black women to act more consistently with negative stereotypes of blacks and women. Rather than a definitive study, this work aims to widen the ongoing equity conversations by heightening awareness of this form of bullying, and of ways to cope as its target.