Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

“Why you throwing subs?”: An Exploration of Community College Students’ Immediate Responses to Microaggressions


by Saskias Casanova, Keon M. McGuire & Margary Martin — 2018

Background/Context: Current research within four-year university settings reveals the daily encounters students of color and faculty have with microaggressions—brief, intentional or unintentional comments and behaviors communicating covert biases toward individuals based on their social group membership (Sue et al., 2007). The majority of all undergraduate students of color currently attend community colleges (American Association of Community Colleges, 2016), but the occurrence of microaggressions in the community college classroom has been overlooked. We situate our study of microaggressions within the racial microaggressions model framework (Pérez Huber & Solórzano, 2015), which addresses how microaggressive events are mediated by institutional racism through systematic policies, practices, and processes that (re)produce inequitable stratification in higher education. Further, we analyze the immediate effects of and students’ responses to classroom microaggressions.

Purpose/Objective/Research Question/Focus of the study: The present study explores students’ immediate responses to 51 microaggressions observed in three community colleges. We examine microaggressions in community colleges with the objective to provide a lens into the immediate effects and responses students display to observed classroom microaggressions. In exploring both the effects on students and their responses to microaggressions experienced in 17 classrooms, we gain insight on how these events contribute to or undermine students’ in-the-moment learning experiences, as well as target their academic identities. To this end, we examine the following research questions:

1. In what ways were students’ academic identities targeted by these microaggressions?

2. What were the immediate effects of and students’ responses to the microaggressions experienced in their classrooms?

Research Design: To examine our research questions, we utilize a mixed-method research design, whereby mixed-method “connecting” was used to systematically quantify the microaggressions that occurred, which were qualitatively recorded in ethnographic fieldnotes from structured observations (Creswell & Plano-Clark, 2011). We conducted content analyses of the observed microaggression ethnographic fieldnotes using the racial microaggressions model (Pérez Huber & Solórzano, 2015).

Findings/Results: Microaggressions stigmatized multiple identities the students occupied (e.g., college student identity). Using the racial microaggressions model analytical framework, we found that the most common immediate effects of microaggressions were: disengagement, silence, and discomfort. Immediate responses included laughter and responding with a joke or distraction. While less common, students sometimes resisted through actions of peer support and questioning of the perpetrator.

Conclusion/Recommendations: By expanding the racial microaggressions theoretical framework to develop an analytical frame that allows for the examination of responses to microaggressions, we can engage in a deeper understanding of the nature of the microaggressive classroom, and the ways that microaggressions target students’ academic identities. As found in our study, some students are engaging in immediate resistant acts to counter the microaggressions they experience, which warrants deeper investigation. Facing the reality that students with marginalized identities are likely to experience microaggressions, institutions should assist students in developing strategic responses that will help them adapt, cope, and resist.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase “Why you throwing subs?”: An Exploration of Community College Students’ Immediate Responses to Microaggressions
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 120 Number 9, 2018, p. -
http://www.tcrecord.org ID Number: 22159, Date Accessed: 10/20/2017 10:34:45 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles
There are no related articles to display

Related Discussion
 
Post a Comment | Read All

About the Author
  • Saskias Casanova
    Arizona State University
    E-mail Author
    SASKIAS CASANOVA, Ph.D., is an Assistant Professor in the School of Transborder Studies at Arizona State University. As an applied cultural psychologist, she examines how minoritized students’ experiences with stigmatization and discrimination relate to their socio-emotional development and educational outcomes. She also explores the influence of family, language, and community on immigrant-origin students’ identity development.
  • Keon M. McGuire
    Arizona State University
    E-mail Author
    KEON M. McGUIRE, Ph.D., is an Assistant Professor of Higher and Postsecondary Education in the Mary Lou Fulton Teachers College at Arizona State University. Drawing from Africana and other interdisciplinary frameworks, Dr. McGuire examines how race, gender, and religion shape racially minoritized college students’ identities and their everyday experiences, as well as how interpersonal and institutional racism undermine the experiences of these students.
  • Margary Martin
    University of Hawaii, Hilo
    E-mail Author
    MARGARY MARTIN, Ph.D., is an Assistant Professor of Educational Foundations at the School of Education at the University of Hawaii, Hilo. Her research focuses on how school climate shapes the academic identity development of immigrant origin youth, and the conceptualization and implementation of critically conscious curriculum in teacher preparation programs.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS