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

Autor/in	Compton-Lilly, Catherine
Titel	Microaggressions and Macroaggressions across Time: The Longitudinal Construction of Inequality in Schools
Quelle	In: Urban Education, 55 (2020) 8-9, S.1315-1349 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Compton-Lilly, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085919893751
Schlagwörter	Aggression; Poverty; Disadvantaged Schools; Longitudinal Studies; Critical Theory; Race; Elementary School Students; Middle School Students; High School Students; Outcomes of Education; Academic Achievement; African American Students; School Effectiveness; Achievement Gap; Urban Education; Verbal Communication; Grade 1; Grade 5; Grade 8; Grade 11; Parent Attitudes; Student Attitudes; Educational Experience; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Armut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kritische Theorie; Rasse; Abstammung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Lernleistung; Schulerfolg; Schulleistung; African Americans; Afroamerikaner; Schuleffizienz; Stadtteilbezogenes Lernen; School year 01; 1. Schuljahr; Schuljahr 01; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Elternverhalten; Schülerverhalten; Bildungserfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article reveals inequity as a longitudinal construction involving the cumulation of micro/macroaggressions for children who live in high-poverty communities and attend poorly funded schools. Drawing on critical race theory and empirical research that documents forms of micro/macroaggression, a longitudinal analysis is used to identify forms of micro/macroaggression encountered in elementary school, middle school, and high school. A set of mega-aggressions that were particularly severe and had devastating effects on students' academic outcomes are identified and explored as mega-aggressions. The article concludes by exploring the cumulation of micro/macroaggressions across one student's school trajectory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01