Microaggressions How do they impact our students and

Microaggressions How do they impact our students and how can we respond? By: Jenna Walsh

Objectives �Teachers will be able to identify and respond to microaggressions in and out of the classroom. �Teachers will understand the implications of microaggressions on student achievement and development of identity �Together, we will strategize on how to improve our school and classroom communities and make them safe, supportive, and responsive spaces

Conversation Norms �Topics on race, power, and equity in education can be challenging or uncomfortable. We are all at various stages of developing our own identities, just like our students! �Together, let’s agree to the following norms: �Safe space �Bravery �Taking turns, listening to all � What other norms should we add to the list?

Definitions �Microaggression: brief and often subtle everyday events that denigrate individuals because they are members of particular groups (Huynh, 2012) �Dominant and subordinate groups: �Dominant: a category not always mentioned or given much thought due to its predominant or common nature (i. e. White or male) �Subordinate: also called targeted, Tatum describes it as the “otherness” or exceptions in society, groups which have experienced significant oppression, discrimination, and hardships because of this status

Who this impacts �Subordinate groups include (but are not limited to): �Racial, ethnic, religious minorities �Individuals with special needs �Women �LGBTQ persons �The elderly https: //www. yo utube. com/wat ch? v=57 l. M 9 fp 9 a. NU

Consider This… �Members of these subordinate or targeted groups have long encountered a variety of societal disadvantages, now they encounter it early on in their educations. �Microaggressions may be made unconsciously but frequently, so they often go unnoticed by the perpetrator. �Nadal outlines the 3 types of microaggressions and how to identify them.

What do you think? �After reading Nadal’s piece and beginning the discussion at your table, we will bring the discussion to the group through a poster walk. �First, write down an example or two of each type of microaggression on the sticky notes on the table. Examples can be hypothetical or anecdotal. �Next, place the sticky note on the posters labeled microassault, microinsult, or microinvalidation. �Then walk around and place a check mark on any sticky notes that really resonate with you as an individual or as a teacher thinking of your students.

What the research shows �As the Nadal piece suggests, research shows that repeated exposure to microaggressions result in frustration, anger, sadness, and may eventually cumulate in mental health problems like depression and anxiety, or trauma �Another researcher, Huynh, details the depression and sadness microaggressions cause and also details the “harsh” impact on psyche and world view including interactions and self-perception.

Cause and Effect �Considering the strong psychological effects, what impact do we see in the classroom? �Use the worksheet to consider the impact each microaggression may have. �For example: �A teacher only calls on male students in a science class. � Impact: Female students hear a message that science is not for them, they do not participate, they lose interest in science and perform below their male peers or do not pursue science fields.

Discussion What did the examples bring up for you? Why are microaggressions important to recognize? What can we do to combat them? What can we say to interrupt them? How do we remove them from our classrooms?

Video Derald Wing Sue is the author of Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. His research has been very influential and in this video he discusses the definition of microaggressions and their impact. This will allow us to review before talking strategy! �https: //www. youtube. com/watch? v=BJL 2 P 0 Js. AS 4

Strategies �How do teachers break to cycle of microaggressions and their impact? �Culturally Responsive Pedagogy � Multicultural texts, cultural caring communities, diverse curricula, teachers who research and incorporate families and cultures in their classrooms �Conversations � With students and adults about challenging topics, making respectful discussion and advocacy the norm �Empowerment � Teaching students to advocate for themselves in situations and to be proud of their identity no matter what they encounter

Practice �In groups, we will now consider situations that could arise in the classroom and how we can use a strategy to combat the microaggression. �Will the situation be solved based on the CRP strategies already in place? �Will you pull the students involved aside for a conversation? �Will it be a whole class discussion of an issue that arose?

Commitments �With this practice we will now make commitments to ourselves and students. �What strategies will you commit to in your classrooms? �What refection do you need to do inside your self or your teaching practice before the year starts? �How has this presentation opened your eyes or impacted you?

Closing �With these commitments, our students will be in a school that is supportive and safe for them to develop and grow in their academics and in their identities. �We are now educators who can answer: �What is a microaggression and who do they impact? �Why are they important to recognize? �What can I say, as an adult and educator, to combat microaggressions? �What are ways I can remove microaggressions and prevent them in my classroom community?

Thank you! �I hope you are all inspired and equipped to start the year. The journey does not end here, practice makes perfect! Continue to try the strategies and discuss them with each other so we can all learn and grow in this area over the year!