Ibrahim Gardner
Microaggressions are experienced in various ways, including race, gender, sexuality, and social class. They can occur between students or between school staff and students, and they can have a detrimental effect on the target, aggressor, and bystanders. Research has shown that students who experience microaggressions may exhibit higher levels of anger, stress, and anxiety and may be more likely to engage in risky behaviors. Furthermore, microaggressions can impair academic performance, as students who are underestimated by their teachers tend to internalize these low expectations and achieve less. Given the negative impact of microaggressions on student mental health and well-being, it is important to address these issues and provide support for those affected.
| Characteristics | Values |
|---|---|
| Elevated levels of anger, stress, and anxiety | Huynh, 2012 |
| Post-traumatic stress symptoms | Flores et al., 2010 |
| Engagement in risky behaviors | Flores et al., 2010 |
| Impaired academic performance | Cherng, 2017 |
| Negative mental health outcomes | |
| Depression | |
| Lower self-esteem | |
| Lower academic achievement | Cherng, 2017 |
| Microaggressions based on family structure, social class, race, sexuality, gender, ability and disability, religion, appearance, and size | Compton-Lilly, 2020; Sue, 2010; Wintner et al., 2017 |
| Microaggressions between students, such as using phrases like "that's so gay" | Clay, 2017 |
| Microaggressions from school personnel, such as assigning tasks based on gender expectations | Clay, 2017 |
| Lack of understanding of the power of words, personal boundaries, and social dynamics | |
| Name-calling, teasing, and excluding |
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What You'll Learn
Microaggressions and mental health
Microaggressions can be experienced based on various factors, including family structure, social class, race, sexuality, gender, ability and disability, religion, appearance, and size. They can occur between students or between school staff and students. Examples of microaggressions between students include the use of phrases such as "that's so gay" or telling a peer they would be prettier if they lost weight. Microaggressions between staff and students could include assigning tasks based on gender expectations, such as cleaning duties to female students only.
Research suggests that students who experience microaggressions have elevated levels of anger, stress, and anxiety. They are also likely to exhibit post-traumatic stress symptoms and are more prone to engage in risky behaviors, such as drug and alcohol use, as a means to cope. Microaggressions can also impair students' academic performance. When students are underestimated by their teachers, they tend to internalize these low expectations and achieve less.
Ruminative thoughts have been found to mediate the link between microaggressions and negative psychological health outcomes in gender and sexual minorities, as well as racial minorities. A study on college students of color found that microaggressions were associated with internalizing symptoms such as depression, anxiety, and stress.
To address microaggressions in the classroom, it is important to validate students' feelings and experiences. Teachers should recognize and understand the challenge and be willing to help students develop productive strategies for addressing these issues. Talking about microaggressions when they occur is crucial. This includes exploring the incident with the student who committed the microaggression, seeking to understand their intentions, and educating them about why their behavior was offensive.
For younger students, it is critical to distinguish between microaggressions and other forms of unkindness. Microaggressions are coded messages of disapproval based on identity, echoing larger structural bigotry. Children start internalizing these messages while developing their identities, so it is essential to establish an identity-safe classroom where they feel supported.
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Microaggressions in the classroom
Research suggests that students who experience microaggressions exhibit elevated levels of anger, stress, and anxiety. They are also more likely to show post-traumatic stress symptoms and engage in risky behaviors as a means of coping. Microaggressions can impair academic performance, with students internalizing low expectations and achieving less.
It is important to establish an identity-safe classroom where students feel secure and supported. Teachers should validate students' feelings and experiences, address incidents of microaggressions, and educate students about why certain behaviors are offensive. Talking about microaggressions and their impact can help students develop anti-racist, empathetic behaviors and become courageous upstanders.
To help students understand the concept, activities like "the wrinkled heart" can be used. In this activity, students share times when their feelings were hurt and then share experiences of being uplifted, illustrating the lingering impact of hurtful words and actions. Addressing microaggressions in the classroom is crucial to creating a safe and inclusive learning environment and promoting positive mental health outcomes for students.
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Microaggressions and microinterventions
Microaggressions can be experienced based on several factors, including family structure, social class, race, sexuality, gender, ability and disability, religion, appearance, and size. In the classroom, microaggressions can occur between students or between school staff and students. Examples of microaggressions between students include the use of phrases such as "that's so gay" or telling a peer that they would look prettier if they lost weight. Microaggressions between staff and students could include assigning tasks based on gender expectations or underestimating the abilities of students of colour.
Research suggests that students who experience microaggressions exhibit higher levels of anger, stress, and anxiety. They are also more likely to engage in risky behaviours and may experience impaired academic performance. Given the negative impact of microaggressions on mental health, it is important to address them through microinterventions.
Microinterventions are words or actions that validate the experiences of the target of the microaggression, affirm their identity, and offer encouragement and support. They can be used to address microaggressions in the moment and to educate those who commit them. For example, if a teacher witnesses a microaggression, they should talk about it and explore the incident with the student to understand their intentions and educate them on why their behaviour was offensive.
In addition to addressing specific incidents, establishing an identity-safe classroom environment is crucial. This involves teaching students about microaggressions and their impact and helping them develop anti-racist, empathetic behaviours. A social-emotional activity called "the wrinkled heart" can be used to help students understand the difference between microaggressions and other hurtful comments. Teachers can also validate students' feelings and experiences, letting them know they are understood and supported.
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Microaggressions and identity
Microaggressions can be experienced based on several factors, including family structure, social class, race, sexuality, gender, ability, disability, religion, appearance, and size. These can occur between students or between school staff and students, impacting all those exposed to the incident, including bystanders, and leaving them feeling less comfortable within their school community.
Students who experience microaggressions have been found to exhibit elevated levels of anger, stress, and anxiety. They are also more likely to engage in risky behaviors and may suffer from impaired academic performance. Microaggressions can cause students to internalize low expectations and achieve less. They can also lead to post-traumatic stress symptoms and negative mental health outcomes, such as depression, anxiety, and stress.
Identity-based microaggressions can have a particularly heavy burden on students, especially when they are still developing their identities. Children start internalizing messages of disapproval, which are often based on identity and echo larger structural bigotry, telling marginalized people they don't belong or are less than. It is critical to teach students about microaggressions and their impact to develop anti-racist and empathetic behaviors.
Teaching students the distinction between microaggressions and other hurtful comments can empower them to stand against racism and prejudice. Activities such as "the wrinkled heart" can help students understand the impact of hurtful words and actions and encourage them to share their experiences. It is important to validate students' feelings, address incidents of microaggressions, and educate students about the offensive nature of such behavior.
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Microaggressions and academic performance
Microaggressions can be experienced based on several factors, including family structure, social class, race, sexuality, gender, ability and disability, religion, appearance, and size. They can occur between students or between school staff and students. Examples of microaggressions between students include the use of phrases such as "that's so gay" or telling a peer they would be prettier if they lost weight. Microaggressions can also occur when teachers assign tasks based on gender role expectations, such as assigning cleaning tasks only to female students.
Research suggests that students who experience microaggressions exhibit higher levels of anger, stress, and anxiety. These students are also more likely to engage in risky behaviors as a means to cope with their symptoms. Microaggressions can impair academic performance, as students who are underestimated by their teachers tend to internalize these low expectations and achieve less.
It is important to address microaggressions in the classroom to create an inclusive and safe learning environment. When witnessing a microaggression, it is crucial to talk about it and explore the incident with the student who committed it. Educators should validate students' feelings and experiences, offering support and encouragement.
For younger students, it is critical to understand that identity-based microaggressions can have a heavier impact on their peers. Teaching students about the power of words, personal boundaries, and social dynamics is an essential part of their development. Activities such as "the wrinkled heart" can help students understand the impact of hurtful words and actions and promote empathy and courage.
By addressing microaggressions and providing microinterventions, educators can help mitigate their impact on students' academic performance and overall well-being.
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Frequently asked questions
Microaggressions are coded messages of disapproval that are based on identity. They can be experienced based on family structure, social class, race, sexuality, gender, ability and disability, religion, appearance, and size. Microaggressions can occur between students or between school personnel and students.
Microaggressions can impair students' academic performance and are associated with negative mental health outcomes. Students who experience microaggressions may exhibit elevated levels of anger, stress, and anxiety, as well as post-traumatic stress symptoms. They are also more likely to engage in risky behaviors as a means of coping.
It is important to establish an identity-safe classroom where students feel safe and supported. Teachers can validate students' feelings and experiences, and provide productive strategies for addressing microaggressions. Talking about microaggressions openly and educating students about the impact of their words and actions can also help.
