Toxic Rain in Class: Classroom Interpersonal Microaggressions

Autor/inn/en	Suárez-Orozco, Carola; Casanova, Saskias; Martin, Margary; Katsiaficas, Dalal; Cuellar, Veronica; Smith, Naila Antonia; Dias, Sandra Isabel
Titel	Toxic Rain in Class: Classroom Interpersonal Microaggressions
Quelle	In: Educational Researcher, 44 (2015) 3, S.151-160 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X15580314
Schlagwörter	Aggression; Interpersonal Relationship; Community Colleges; Two Year College Students; Cultural Influences; Racial Bias; Gender Bias; Competence; Student Characteristics; Observation; Minority Group Students; Teacher Behavior; College Faculty; Student Behavior; Intelligence; Racial Composition; Mixed Methods Research; Ethnography; Conflict; Immigrants; Educational Environment; Urban Schools; Racial Differences; Gender Differences; Coding; Remedial Programs; General Education; Vocational Education; Classroom Observation Techniques; New York + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Community college; Community College; Cultural influence; Kultureinfluss; Racial discrimination; Rassismus; Geschlechterstereotyp; Kompetenz; Beobachtung; Teacher behaviour; Lehrerverhalten; Fakultät; Student behaviour; Schülerverhalten; Intelligenz; Klugheit; Ethnografie; Konflikt; Immigrant; Immigrantin; Immigranten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rassenunterschied; Geschlechterkonflikt; Codierung; Programmierung; Förderprogramm; Allgemein bildendes Schulwesen; Allgemeinbildung; Ausbildung; Berufsbildung
Abstract	In this article we share exploratory findings from a study that captures microaggressions (MAs) in vivo to shed light on how they occur in classrooms. These brief and commonplace indignities communicate derogatory slights and insults toward individuals of underrepresented status contributing to invalidating and hostile learning experiences. Our aim is to expand the ways in which we research and think about MAs in educational settings. Our data are drawn from structured observations of 60 diverse classrooms on three community college campuses. Our findings provide evidence that classroom MAs occur frequently-in nearly 30% of the observed community college classrooms. Although cultural/racial as well as gendered MAs were observed, the most frequent types of MAs were those that undermined the intelligence and competence of students. MAs were more likely to be delivered on campuses with the highest concentration of minority students and were most frequently delivered by instructors. We conclude by reflecting on the implications of these events for classroom climate and make recommendations for both future research and practice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01