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Teaching through Microaggressions: Considerations for Faculty

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Title: Teaching through Microaggressions: Considerations for Faculty
Language: English
Authors: Childs, Jonique R. (ORCID 0000-0001-7734-6788), Thota, Neena, Calden, Adena (ORCID 0000-0002-6500-7321)
Source: About Campus. Sep-Oct 2022 27(4):4-7.
Availability: 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: https://sagepub.com
Peer Reviewed: Y
Page Count: 4
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Aggression, Racism, Diversity (Faculty), Educational Strategies, Higher Education, Inclusion, Equal Education, College Faculty
DOI: 10.1177/10864822221123932
ISSN: 1086-4822
1536-0687
Abstract: Research suggests that diversity is not often readily accepted within the classroom by students driven by their personal perceptions and biases of working with diverse educators. Furthermore, racial ideologies are often projected across campus during communication and actions by students and faculty. Using a theoretical framework for microintervention strategies, and learning from lived experiences, the authors propose recommendations for disarming and educating students and faculty with regard to the physical and psychological harm inflicted by microaggressions on members of targeted groups. It is hoped these reflections and experiences might be useful for other educators who are learning to take a leadership role in supporting the success of all students in higher education. These experiences will help others recognize the uncomfortable nature of confrontations and the absolute necessity of using the position of educator to address the issues, inform the students, and work to proactively and reactively address microaggressions in the classroom and across campuses.
Abstractor: ERIC
Entry Date: 2023
Accession Number: EJ1360803
Database: ERIC
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  Data: Teaching through Microaggressions: Considerations for Faculty
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  Data: <searchLink fieldCode="AR" term="%22Childs%2C+Jonique+R%2E%22">Childs, Jonique R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7734-6788">0000-0001-7734-6788</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thota%2C+Neena%22">Thota, Neena</searchLink><br /><searchLink fieldCode="AR" term="%22Calden%2C+Adena%22">Calden, Adena</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6500-7321">0000-0002-6500-7321</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22About+Campus%22"><i>About Campus</i></searchLink>. Sep-Oct 2022 27(4):4-7.
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  Data: 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: https://sagepub.com
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  Data: Research suggests that diversity is not often readily accepted within the classroom by students driven by their personal perceptions and biases of working with diverse educators. Furthermore, racial ideologies are often projected across campus during communication and actions by students and faculty. Using a theoretical framework for microintervention strategies, and learning from lived experiences, the authors propose recommendations for disarming and educating students and faculty with regard to the physical and psychological harm inflicted by microaggressions on members of targeted groups. It is hoped these reflections and experiences might be useful for other educators who are learning to take a leadership role in supporting the success of all students in higher education. These experiences will help others recognize the uncomfortable nature of confrontations and the absolute necessity of using the position of educator to address the issues, inform the students, and work to proactively and reactively address microaggressions in the classroom and across campuses.
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      – SubjectFull: Diversity (Faculty)
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      – SubjectFull: Higher Education
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      – SubjectFull: College Faculty
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      – TitleFull: Teaching through Microaggressions: Considerations for Faculty
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