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EJ970625 - Teacher and Student Perceptions of Microaggressions in College Classrooms

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ERIC #:	EJ970625
Title:	Teacher and Student Perceptions of Microaggressions in College Classrooms
Authors:	Boysen, Guy A.
Descriptors:	Student Attitudes; Teacher Attitudes; Student Diversity; College Students; Higher Education; Bias; Minority Group Students; Ethnic Groups; Colleges; Campuses; Cultural Pluralism; Classroom Environment; College Faculty; Teacher Response; Classroom Techniques; Student Behavior; Racial Bias; Racial Discrimination; Stereotypes
Source:	College Teaching, v60 n3 p122-129 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	8
Pub Types:	Journal Articles; Reports - Research
Abstract:	Subtle forms of prejudice called "microaggressions" occur in college classrooms, but the effective methods of managing such prejudice are not clear. This study explored teachers' (N = 222) and students' (N = 166) perceptions of vignettes describing classroom microaggressions and the effectiveness of various teacher responses to the microaggressions. Teachers of courses focused on diversity perceived microaggressions more negatively and were more likely to respond to the microaggressions than teachers of nondiversity courses. Students believed that teacher responses to microaggressions were effective and ignoring microaggressions was ineffective. The results suggest that teachers should in some way respond to classroom microaggressions. They also suggest that diversity awareness may be a factor in the ability of teachers to recognize subtle prejudice in the classroom. (Contains 2 tables and 1 figure.)
Abstractor:	As Provided
Reference Count:	38

Note:	N/A
Identifiers:	Tukeys Test
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-8756-7555
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1080/87567555.2012.654831

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