“Compliments” and “Jokes”: Unpacking Racial Microaggressions in the K‐12 Classroom

Microaggressions and Macroaggressions Across Time: The Longitudinal Construction of Inequality in Schools

“…Scholars have linked repeated racial microaggressions to mental, emotional, and physical stress, anger, frustration, discouragement, anxiety, depression, and fatigue (Torres-Harding & Turner, 2015; Yosso et al, 2009). However, descriptions of microaggressions in scholarly literature focus on experiences at particular stages in educational trajectories—as children (Beaulieu, 2016; Howard, 2008; Kohli et al, 2018; Wintner et al, 2017), adolescents (Reynolds, 2010; Roy & Roxas, 2011), college students (Solórzano & Yosso, 2001; Yosso et al, 2009), or graduate students (Gomez et al, 2011).…”

“…Scholars have noted a relative lack of attention to children’s micro/macroaggressive experiences (Kohli et al, 2018; Wintner et al, 2017). During elementary school, my former students experienced micro/macroaggressions emotionally.…”

“…Criminality/assumption of criminal status (Hotchkins, 2016;Kohli et al, 2018;Sue et al, 2007;Torres-Harding & Turner, 2015;Torres-Harding et al, 2012) Students who are assumed to be dangerous or gang members, interactions with police, or teachers described as being fearful of students Stereotyping Ascription of low intelligence or relative inability to learn, high achievement as exceptional (Constantine & Sue, 2007;Hotchkins, 2016;Kohli et al, 2018;Sue et al, 2007;Sue et al, 2008;Torres-Harding & Turner, 2015) Expecting minimal progress or not being expected to learn to read.…”

“…White privilege Pathologizing cultural values and communication styles (Constantine & Sue, 2007;Johnston & Nadal, 2010;Kohli et al, 2018;Sue et al, 2007;Torres-Harding et al, 2012;Wintner et al, 2017) Physical activity, laughter, and enthusiasm interpreted as misbehavior Second-class citizens treatment; conscious/unconscious acceptance of racial hierarchy (Sue et al, 2007;Torres-Harding et al, 2012;Welply, 2018) Living in unsafe and underresourced communities; parents unwelcome at school Assumptions of family dysfunction and deficit assumptions (Hotchkins, 2016;Kohli et al, 2018;Nadal et al, 2011) Assuming that parents do not work, receive welfare, do not care about school; parents having to prove that they care…”

“…Assumptions of universality Universality of a racial/cultural group; ascription of monoracial identities; African American males as a monolithic group (Hotchkins, 2016;Johnston and Nadal, 2010;Kohli et al, 2018;Sue et al, 2008) Comments that generalize within a racial/gendered group (Constantine & Sue, 2007) Children not being taught to read. Failing to be served by educational policies…”