Unmasking Microaggressions on the Homefront: Exploring Faculty and Staff Perceptions after Attending an Online Workshop on Microaggressions in Higher Education

Autor/inn/en	Crenshaw, Andrea N.; Ramsay-Jordan, Natasha N.; Deskins, Allyson
Titel	Unmasking Microaggressions on the Homefront: Exploring Faculty and Staff Perceptions after Attending an Online Workshop on Microaggressions in Higher Education
Quelle	In: Georgia Educational Researcher, 20 (2023) 1, S.1-27, Artikel 1 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Faculty; School Personnel; Attitudes; Aggression; Conflict; Interpersonal Relationship; Interaction; Workshops; Electronic Learning; Inclusion; Knowledge Level; Bias; Instructional Effectiveness; Higher Education; Concept Formation + Suchen Sie Ihr Suchwort? Fakultät; Schulpersonal; Attitude; Einstellung; Verhalten; Konflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Lernwerkstatt; Schulung; Inklusion; Wissensbasis; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Concept learning; Begriffsbildung
Abstract	Microaggressions are brief and everyday slights, insults, indignities, and denigrating messages sent to people of color and/or marginalized groups (women, LGBTQ+, etc.) by well-intentioned [people] who are unaware of the hidden messages being communicated (Sue et al., 2007). Microaggressions are connected to broader conceptualizations of the impact of implicit bias and systems of inequity. Specifically, in K-12 and higher education, microaggressions impact the physical, social, and emotional well-being of those who experience them. Growing research posits the need for more discussions in education about racism, sexism, and other bias prevalent in the field of education (Bergerson, 2003). As such, some researchers ((Escayg, 2018; Lin, Lake, & Rice, 2008) have advocated for the importance of bringing anti-bias pedagogy into educational spaces, which involves attempting to move beyond educators' comfort zones and providing them with tangible strategies to disrupt microaggressive behaviors. To discuss the intent and impact of microaggressions in educational settings and how we might respond to them, we developed a two-hour online workshop for educators and students at Western State University. This workshop allowed participants to think critically about microaggressions, how they impact higher education, and how administrators, faculty, staff, and students can promote inclusive environments. The workshop included a presentation on microaggression theory, microaggression scenarios in education, and the utilization of the A.C.T.I.O.N framework (Chueng, Ganote, & Souza, 2016) as a tool to disrupt microaggressions. Participants provided feedback about their experiences from the workshop based on an electronic survey they were provided at the end of the workshop. (As Provided).
Anmerkungen	Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01