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"Did I Hear That Right?": A CRT Analysis of Racial Microaggressions in K-12 Schools.
- Source :
- Affilia: Feminist Inquiry in Social Work; May2024, Vol. 39 Issue 2, p285-301, 17p
- Publication Year :
- 2024
-
Abstract
- Microaggressions are well-documented in education literature, yet they are typically explored on the interpersonal level and less often contextualized within a broader educational context. In this study, we used a critical qualitative approach, pairing a Critical Race Theory framework with a feminist critique, to explore K-12 faculty and staff perceptions of racial microaggressions in U.S. public schools. Twenty-five faculty and staff with anti-oppressive orientations shared their perceptions of pathologizing cultural values or communication styles, a specific type of microaggression. A flexible coding approach, including three coding cycles, was used to analyze the data. Participant narratives indicated how Black, Indigenous, and Latinx students, families, faculty, and staff are regularly pathologized in the K-12 education setting. Findings highlight how microaggressions are a form of institutionalized racism that negatively impacts the educational environment, thus norming and reenforcing the dehumanization of People of Color. Implications for future research and social work practice are discussed. [ABSTRACT FROM AUTHOR]
- Subjects :
- HIGH schools
SELF-evaluation
WORK
WOMEN of color
DEHUMANIZATION
QUALITATIVE research
SOCIAL justice
STATISTICAL sampling
QUESTIONNAIRES
INTERVIEWING
JUDGMENT sampling
DESCRIPTIVE statistics
RACISM
INTERSECTIONALITY
CRITICAL race theory
COLLEGE teacher attitudes
RESEARCH methodology
CONCEPTUAL structures
COMPARATIVE studies
MICROAGGRESSIONS
FEMINIST criticism
EXPERIENTIAL learning
PSYCHOSOCIAL factors
Subjects
Details
- Language :
- English
- ISSN :
- 08861099
- Volume :
- 39
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Affilia: Feminist Inquiry in Social Work
- Publication Type :
- Academic Journal
- Accession number :
- 176930091
- Full Text :
- https://doi.org/10.1177/08861099231192079