Racial and Language Microaggressions in the School Ecology

Abstract

The growth trajectory of ethnically and linguistically diverse individuals in the United States, particularly for youth, compels the education system to have urgent awareness of how diverse aspects of culture (e.g., Spanish-speaking, Black Latina student) are implicated in outcomes in American school systems. Students spend a significant amount of time in the school ecology, and this experience plays an important role in their well-being. Diverse ethnic, racial, and linguistic students face significant challenges and are placed at considerable risk by long-observed structural inequities evidenced in society and schools. Teachers must develop the capacity to be culturally sensitive, provide culturally responsive pedagogy, and regularly self-assess for biases implicated in positive academic outcomes for students in kindergarten through Grade 12. Research and practice have suggested that racism and discrimination in the form of racial microaggressions are observed daily in schools and classrooms. This article provides an overview of racial microaggressions in the school context and their damaging effects on students. We provide specific examples of microaggressions that may be observed in the U.S. classroom environment and how schools can serve as a positive intervention point to ameliorate racism, discrimination, and racial and language microaggressions. This comprehensive approach blends theory with practice to support the continued development of cultural humility, culturally sustaining pedagogy, and an equity-responsive climate.

After Pierce and Sue: A Revised Racial Microaggressions Taxonomy

“…Likewise, microaggressions in judicial systems, education, health care, and other domains have downstream effects on racialized individuals, contributing to negative outcomes. For example, microaggressions by teachers toward students can result in disengagement from educational advancement, and microaggressions by health-care providers can lead to poor health when people of color fail to return for routine preventative care (e.g., Steketee et al, 2021; Williams & Halstead, 2019).…”

A systematic review and meta-analysis on the associations between perceived teacher-based racial-ethnic discrimination and student well-being and academic outcomes:

“…In the school context, racial-ethnic minority students may face direct and indirect (vicarious) discrimination (Priest et al, 2017) and encounter overt and subtle forms of discrimination (Del Toro et al, 2021;Kohli & Solórzano, 2012;Steketee et al, 2021). Notably, there is evidence that perpetrators of racial-ethnic discrimination can be fellow students as well as adult figures such as teachers.…”

Through the Space and Time of Educational Experiences

“…LGBTQ+ students has been highlighted by scholars (Allen, 2013;Compton-Lilly, 2020;Johnston-Goodstar & VeLure Roholt, 2017;Keels et al, 2017;Kohli & Solórzano, 2012;Kohli et al, 2018;McCabe et al, 2013;Steketee et al, 2021). These microaggressions from teachers and students alike create hostile educational environments.…”