Racial microaggressions and difficult dialogues on race in the classroom.
A qualitative study supports the observation that difficult dialogues on race and racism are often triggered by racial microaggressions that make their appearance in classroom encounters or educational activities and materials. Difficult dialogues are filled with strong powerful emotions that may prove problematic to both students and teachers. When poorly handled by teachers, difficult dialogues can assail the personal integrity of students of color while reinforcing biased worldviews of White students. The success or failure of facilitating difficult dialogues on race is intimately linked to the characteristics and actions of instructors and their ability to recognize racial microaggressions. Implications regarding specific education and training recommendations are presented.
Department of Counseling and Clinical Psychology, Teachers College, Columbia University, New York, NY 10027, USA. Dw2020@columbia.edu
Derald Wing
DW
Sue
Annie I
AI
Lin
Gina C
GC
Torino
Christina M
CM
Capodilupo
David P
DP
Rivera
D000328:Adult; D001741:Black or African American / Q000523:psychology; D000374:Aggression / Q000523:psychology*; D000739:Anecdotes as Topic; D001213:Asian / Q000523:psychology; D005260:Female; D017144:Focus Groups; D006630:Hispanic or Latino / Q000523:psychology; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D008875:Middle Aged; D008913:Minority Groups / Q000193:education / Q000523:psychology*; D010379:Peer Group; D011287:Prejudice; D011822:Race Relations / Q000523:psychology*; D012931:Social Environment; D012938:Social Perception; D013240:Stereotyping; D013334:Students / Q000523:psychology*; D014495:Universities; D044465:White People / Q000523:psychology