Microaggressions In School Research Articles

“It was never really bullying, but…”: Reflections of Adolescents and Parents on Experiences of Microaggressions in School

“It was never really bullying, but…”: Reflections of Adolescents and Parents on Experiences of Microaggressions in School

Introduction to the Implication of Microaggressions in Schools: Its Origin and Nature, United States Historical Context, and the Impact and Toxicity that Limits the Path of Culturally and Linguistically Diverse Student Populations

Abstract: “Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color” (Sue, 2007, p. 271). This research investigates the aforementioned concept, and how its prevalence throughout societal and educational systems incurs a deep-rooted set of institutionalized, discriminatory practices. An explorative journey in retrospect aligned to U.S. historical roots is also referenced. Understanding that microaggressions inform deficit thinking, this essay will look to unpack and mitigate this behavior in order to replace discriminatory practices in schools with equitable practices. The focal point for this research is based on a conceptual ethnographic journey.

‘We’ve been thinking you were stupid all this time:’ racial microinsults and microinvalidations in a rural Southern high school

ABSTRACT Racial microaggressions in school have gained increasing attention in recent years. However, scholars often neglect students’ experiences of racial microaggressions in rural schools. To fill this gap, this study employs in-depth interviews with 26 students to examine two forms of racial microaggressions – microinsults and microinvalidations. While racial microinsults are slights to students’ belonging, ability, and innocence, microinvalidations negate racially marginalized students’ experiences through meritocratic and colorblind ideology, or treatment as an outsider. This study finds that black and mixed-race students interpreted racial microinsults using microinvalidations, minimizing the salience of race and asserting meritocratic ideology. White students both elucidated the prevalence of racial microinsults and espoused them during the interviews. These findings underscore the impact of incorporating white and multiracial students’ perceptions of racial microaggressions in school, and they suggest the power of meritocracy and colorblindness to mask mistreatment of black and mixed-race students.

When Words Inflict Harm: Documenting Sexuality and Gender Identity Microaggressions in Schools for LGBTQQ Youth

Abstract Lesbian, gay, bisexual, trans, queer and questioning students are commonly thought of as vulnerable to bullying and harassment in US schools, although there is hope that school climates are improving for LGBTQQ youth with the implementation of anti-bullying legislation and policies in almost every state. Although these policies address most overt and physical forms of bullying, other insults, assaults and invalidations may continue undetected. These sexual orientation and gender identity microaggressions, identified in counseling literature, can help teacher educators, teachers and school administrators better understand the psychological, academic and health effects of negative stereotypes and perceptions of LGBTQQ youth that are unaddressed in schools. This paper analyzes prevalent discourses about LGBTQQ youth in schools for evidence of the microaggressions identified in the literature. Microaggressions are discussed and the effects of harassment and stereotyping on school belongingness are examined.

“Our Kids Aren’t Dropping Out; They’re Being Pushed Out”: Native American Students and Racial Microaggressions in Schools

ABSTRACTPoor graduation rates, truancy rates, and standardized tests results have been presented as indicators of a school crisis among Native American youths. This crisis, however, relies on ahistoric and deficit models of intervention, which imagine academic success as an individual- or family-level phenomenon. Responding to Reyhner’s (1991) suggestion to assess the role of schools and teachers in working to push students out of school, we explored the experiences of Native American youths in schools. This article documents findings from a community-based mixed-methods study. It establishes not only the significant prevalence of microaggressions for Native American youths in schools but it also presents the unique discriminatory experiences and aspects of those microaggressions. We suggest that these microaggressions play a role in school climate and push-out and provide suggestions for research, professional development, and social action.

The Injurious Relationship Between Racial Microaggressions and Physical Health: Implications for Social Work

ABSTRACTIn recent years, the study of racial microaggressions (or subtle forms of racial discrimination) has increased significantly in the social sciences, particularly highlighting the negative impact of racial microaggressions on individuals’ mental health. Despite this, there is a dearth of literature that has examined the relationship between racial microaggressions and physical and psychological health. Using two self-reported measures—the Racial and Ethnic Microaggressions Scale (REMS) and the RAND 36-Item Short Form Health Survey—with a diverse group of participants (N = 277), results suggest that racial microaggressions are significantly correlated with poorer health conditions. Furthermore, racial microaggressions were found to predict various types of physical health conditions, such as general health problems, pain, lower energy levels, and fatigue. Finally, different types of microaggressions (e.g., microaggressions in school or the workplace, environmental microaggressions) were found to be predictors of specific health issues. Implications for social work are discussed.

Education, Civic Empowerment, and Race

Meira Levinson’s No Citizen Left Behind is a thoughtful, accessible, philosophically rich look at civic education in U.S. schools. The book’s central claims are, on the whole, quite persuasive. In the interests of fostering further discussion, this essay raises some questions about the book’s accounts of racial microaggressions in schools, the extent of authenticity in student experiences, and the practice of code-switching.

What Is Homophobic Bias Anyway? Defining and Recognizing Microaggressions and Harassment of LGBTQ Youth

A national sample of school psychologists was surveyed to assess their observations of bias and harassment of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students in their schools. Two survey forms were administered, one asking respondents to estimate incidence of bias and harassment, and another with two additional questions with examples of homophobic epithets. Quantitative analysis showed that only 16% of school psychologists reported they observed bias and harassment once a month or more frequently. However, 43% of participants reported hearing epithets such as “that's so gay” among students once a month or more frequently. Also, 8% and 45% of respondents reported that these epithets were spoken by other staff members at least once a month or once a year, respectively. School psychologists responded to direct verbal insults but often ignored homophobic language not specifically directed at people. Findings were framed by the culture of heteronormativity and microaggressions in schools.