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Example Of Microaggression In Education

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Microaggressions are evident in schools, and these sublte insults/assaults have a significant impact on an individual’s education and success (Kohli & Solórzano, 2012). Students with different socio-ethnic background than the majority appear to be opposed with a lot of challenges in the school system. In our Microagression and Deficit Thinking (2016) video, the students we interviewed, some of which are in junior high and high schools, stated some type of microaggression toward minority group regarding people’s assumptions about them. However, when an elementary student was asked about microaggression, he did not know what it was (Microagression and Deficit Thinking Video, 2016). This shows how K-12 students, especially elementary students are not aware of what microaggressions are, yet they experience it in their everyday schooling. …show more content…

This method of thinking has been applied to different educational situations that caused problematic issues regarding students’ trajectories to success. Furthermore, the combination of these social and ethnic inequalities that result to teachers’ deficit assumptions in their students’ abilities and the idea of meritocratic school system will definitely have a significant effect on students regarding educational inequalities (Clycq, Ward Nouwen, & Vandenbroucke, 2014). We argue that these deficiencies from different socio-ethnic background are not accurate; rather these are just inflicted on students of color with the assumptions that they will be less capable of success than the dominant

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Much of Mora’s success is tied to the fact he was from a family with a moderate amount of monetary capital, and Mora said his experiences would have been much different if his family belonged to a lower socio-economic class (2015). This does not mean we excuse race, as it does play a significant role in how teachers perceive students; rather, we analyze both race and class simultaneously, and find ways to increase the amount of Chican@/Mexican-American students into middle and upper-socioeconomic classes while also reworking standards to work within students’ needs while still challenging them on course

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604 Words | 3 Pages

Although merit may be one of the ways people are judged, there are many other factors that apply within the American society. An example used in Dalton’s story was about a student who was in the top of their academic class and the were referred to as “the best Black” rather than simply “one of the best students” (261). Clearly, this example illustrates one of the ways people are judged by their race. In this example we can see that people of color are not recognized for hard work as meticulously as White people in the American society, which sets them back for success later on. This story alone is judgement just based on race and skin color rather than the high merit and success that everyone is capable of, but may not have the same opportunities to use those skills to achieve greatness because they are in a minority

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The collectivist society Equality 7-2521 lives in makes it so that everyone is equal in everything including learning. He is much more ahead than his classmates in intelligence during his time at the Home of Students. Undoubtedly, his teachers notice how gifted he is and grow enraged because of it. He is “lashed more often than all the other children” (Rand 22) by his teachers because of how different he is. The teachers want to keep the current collectivist society from changing.

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While few in number, there has been an increase in studies examining the Latina/o experience of racial microaggressions. In a study conducted by Yosso, Smith, Ceja, and Solórzano (2009) Latina/o students described their experiences with racial microaggressions. Results of this study indicated that Latina/o participants experienced interpersonal microaggressions when trying to join study groups and reported experiencing racial jokes as microaggressions. Furthermore, Nadal, Mazzula, Rivera and Fujii-Doe (2014) found that Latina women appeared more likely to experience workplace and school microaggressions than Latino men and that Latina/os with less education were more likely to experience racial microaggressions than those with high levels of

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660 Words | 3 Pages

As a result of this movement, the term “microaggression” has risen to the forefront of university campuses. These small actions or choice of words, which appear to have no

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650 Words | 3 Pages

Lisa’s Interactions with Wendy Sue and Sue (2013) describe microagressions as subtle and denigrating messages, verbal, behavioral or environmental, that are received by individuals of marginalized groups. After reviewing the interaction between Wendy, the client, and her counselor Lisa, there were a few incidents of microagression that are identifiable. One incident that occurred is when Lisa, the therapist, expresses to Wendy, the client, that she believes Wendy is incredibly smart and able to still do well under stressful circumstances. According to Nadal, Griffin, Wong, Hamit, and Rasmus (2014), this type of microagression is called the Ascription of Intelligence, one of many themes that highlight racial microagressions perpetrated against

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1173 Words | 5 Pages

Meritocracy has good intentions such that progress is based on ability and talent rather than class privilege or wealth; however, meritocracy cannot be practically implemented into school education due to social differentiations. Our society has and will continue to consist of a myriad of races, ethnicities, and minorities. Immigrant students who are from an Asian cultural heritage will be accustomed differently than children born and raised in America. Therefore, when schools implement standardized testing via the sorting-machine model or the high stakes testing model, there may be disadvantaged

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The two articles for this week’s readings study the truth of stereotypes in education. Both address the assumptions made about race in relation to school achievement level. The usual explanation of the success of Asian-Americans is cultural, but the article argues that it has more to do with the parental achievement, their resources and the advantages positive stereotype, which influences desires to perform well, leading to good grades, reinforcing the belief. The other article challenges cultural assumptions about the lacking performance in African-Americans. The previously accepted explanation was that the oppositional stance was part of the culture, but the extensive research in this article found that the attitudes toward academics are

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1606 Words | 7 Pages

The educational achievement of pupils within the contemporary educational system has the potential to produce an education system based upon equality of opportunity and meritocracy, although it is unclear whether this applies to all pupils in the current system as there is a percentage of pupils who have not gained 5 A*-C GCSEs including or excluding English and Mathematics, therefore perhaps the contemporary education system has failed to produce equality of opportunity and meritocracy for all pupils and has only succeed at reaching a certain amount of pupils for reasons to be unknown and can only be speculated upon. Within absolute and relative achievement there are anomalies which can only have been produced by a lack of equality of opportunity and meritocracy as some pupils have had a limited development or progress in some ethnic groups which would suggest that equality of opportunity and meritocracy has either not been successfully implemented or is not in effect for those groups of

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The feeling of being an outsider remains, even though I was born in America. There are times when I wish I was not Asian so I could fit in better. My wish is to educate young students about the existence of microaggressions because I did not know about the term until college. I just wish I had known of them sooner because I regret not doing anything about it back then. Having had the opportunity to learn about microaggressions through my course (ARTEDUC 2600) as well as real-life experiences, I have come to understand the significance of these experiences and their impact on individuals.

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Wang, Leu and Shoda (2011) hypothesized that while many individuals may believe that racial microaggressions are harmless, in reality, racial microaggressions could have deleterious effects on the emotional well-being of racial minorities. The authors hypothesized that the potential emotional “sting” of seemingly innocuous microaggressions is proportional to the strength of such a belief. In addition, the authors hypothesized that appraisals of these microaggressions would be associated with externalizing emotions. To assess the issue, the authors conducted two studies. In the first study, the authors conducted a focus group with nine self-identified Asian American college students (78% women; ages 20 to 26).

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1087 Words | 5 Pages

Asian students perform as well as white students in reading and better than white students in math. Reformers ignore these gains and castigate the public schools for the persistence of the gap. Closing the racial achievement gap has been a major goal of education policy makers for at least the past decade. There has been some progress, but it has been slow and uneven. It isn’t surprising that it’s hard to narrow or close the gap if all groups are improving.

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733 Words | 3 Pages

Martha Peraza SOC 3340 Inequality in Education California State University, Bakersfield Abstract In the United States, there exists a gap in equality for different demographics of students. The factors contributing to educational disadvantages include socioeconomic struggles, gender of students, language or culture, and particularly for the scope of this paper, race.

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1327 Words | 6 Pages

We will attempt to critically examine the forms of racism and classism experienced in the classrooms today, and seek out a solution to lessening these forms of injustices in school communities. Firstly, this is related to education in that the act of treating someone differently, usually in a negative manner, is still

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All teachers have expectations of the children within their class, and these notions of what children can achieve on a daily and long-term basis, can have both direct and indirect effects on the children. Additionally, the term ‘teacher expectations’, or lack of, has been known to inspire honourable resentment for teachers’ purported role in creating educational inequalities (Rubie-Davies, 2015 & 2018). Dweck (2015) reveals that, all too often, when teachers have a fixed-mind set about certain groups of children and decide they are not ‘capable’ of challenge because their intelligence is fixed, steps are rarely taken to help them develop their fullest potential. This echoes my mentoring class teacher’s comments regarding our low-ability group not being capable of understanding remainders in division. Teacher expectations can have profound effects upon children and their academic achievement, and there is a wealth of literature and research available to substantiate this belief.

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