TY - JOUR
T1 - “Did I Hear That Right?”
T2 - A CRT Analysis of Racial Microaggressions in K-12 Schools
AU - Daftary, Ashley Marie Hanna
AU - Ortega, Debora
AU - Samimi, Ceema
AU - Ball, Annahita
N1 - Publisher Copyright:
© The Author(s) 2023.
PY - 2024/5
Y1 - 2024/5
N2 - 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.
AB - 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.
KW - K-12 education
KW - critical race theory
KW - institutional racism
KW - microaggressions
UR - http://www.scopus.com/inward/record.url?scp=85167353588&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85167353588&partnerID=8YFLogxK
U2 - 10.1177/08861099231192079
DO - 10.1177/08861099231192079
M3 - Article
AN - SCOPUS:85167353588
SN - 0886-1099
VL - 39
SP - 285
EP - 301
JO - Affilia - Feminist Inquiry in Social Work
JF - Affilia - Feminist Inquiry in Social Work
IS - 2
ER -