Microaggressions

Case Study: Applying Ethics Microaggressions can have an affect on all individuals. Microaggressions are the everyday verbal, nonverbal, and environmental insults or slights that are intentional or unintentional, that communicate hostile or negative messages that target solely upon their marginalized group membership (from Diversity in the Classroom, UCLA Diversity & Faculty Development, 2014). Recently, there has been a controversy between micoaggressions and faculty and the affect they have on students. An article, California professors instructed not to say ‘America is the land of opportunity, has raised the attention of higher education professionals. In the article, Janet Napolitano, the president of the University of California

If one were to say, ”Where are you from?” I feel that this microaggression is a common question that I feel has nothing to do with one being “not a true American.” It simply allows an individual to share their culture and its history. However, there are some micoggressions that can be offensive which I firmly believe should not be used by faculty when engaging with students. For example, saying to an Asian person, “you must be good in math, can you help me with this problem?” This is sending a message that all Asians are intelligent and good in math, which could lead to a negative assumption. As an individual reaching for a profession in students affairs it is our responsibility to challenge, guide and support students and prepare them as future professionals. In the big picture is this an ethical practice? Yes. Janet Napolitano wants faculty to attend seminars to help faculty identify and “interrupt” micoaggression and develop “an inclusive department/school climate,” (Hedtke, 2015). Creating awareness for faculty and providing seminars is a great way however; I feel the approach should be slightly different. Faculty should be taught the awareness of micoaggresions and the affect they can have on students. They should also be informed between the difference of intentional and unintentional microaggressions and draw a line between what is acceptable and what it

Academic freedom has been around for many years, been endorsed by over one hundred and eighty scholarly and professional organizations and is incorporated into hundreds of colleges and universities handbooks (Euban, 2002). It is important for faculty members, administrators, and students to understand academic freedom. Academic freedom which was defined by the 1940 Statement of Principles on Academic Freedom and Tenure entitles teachers to may things such as, teachers are entitled to full freedom in research and discussing their subject but are to be careful not in introduce a topic with no relation (Euben, 2012). Academic freedom also allows both faculty members and students to express their views. However, academic freedom does not mean a faculty member can harass, threaten, intimidate, ridicule, or impose his or her views on students (Nelson, 2010). When teachers use microaggressions whether they are intentional or unintentional students can feel harassed, threatened and also feel intimidated. In the end, academic freedom does not support the use of