Microaggressions

  Have You Witnessed or Experienced a Microaggression?

Consider the following scenarios and think how these actions might affect individuals and what you would do as an instructor to address the situation?

  • A student is repeatedly interrupted during discussions.
  • Someone comments, “You’re so articulate for someone from Peru.”
  • A faculty member overlooks contributions from students of a particular group.

What Are Microaggressions?

Microaggressions are the everyday slights, insults, putdowns, invalidations, and offensive behaviors that people from marginalized groups experience in daily interactions with generally well-intentioned White Americans who may be unaware that they have engaged in demeaning ways. This term is often misrepresented or misunderstood, in that the acts are represented as small and insignificant slights and consequently, the victims can be seen as overreacting or being dramatic. 

Key Points to Remember:

  • Microaggressions: Interpersonal, repeated actions or comments (e.g., ).
  • Macroaggressions: Systemic racism embedded in institutional policies and structures.
  • Microaggressions disrupt a student’s sense of belonging and engagement in learning.

Ron Berk offers a taxonomy that includes a discussion of hierarchical microaggressions frequently experienced on college campuses. 

Why It Matters in Education

Microaggressions in classrooms can harm students' ability to learn and feel valued. Derald Wing Sue emphasizes the importance of addressing these moments openly:

  • Acknowledge the harm caused.
  • Reflect on your privilege and cultural conditioning.
  • Engage in honest conversations to rebuild trust.

Tip: Instead of avoiding or dismissing microaggressions, use microinterventions to support those affected.

Microintervention Strategies

help validate and support students impacted by microaggressions:

  1. Validate their experience.
  2. Communicate their value as individuals.
  3. Affirm their racial or group identity.
  4. Support their sense of belonging.
  5. Reassure them they are not alone.

Use these strategies thoughtfully, keeping the context and environment in mind.

Take Action

  • Learn More: Explore Dr. Sue's strategies to strengthen anti-racism practices.
  • Attend Training: Participate in sessions like "Interrupting Racism" and "Interrupting Sexism" through CU’s Center for Inclusion and Social Change
  • Seek Support: Visit CU's Don’t Ignore It page for confidential support, reporting, and resources.

Building inclusive classrooms starts with awareness, reflection, and action. Let’s work together to make every student feel valued and empowered.

Further Reading & Resources:

 &Բ;​&Բ;Berk, R. “Microaggressions Trilogy: Part 1, Why do Microaggressions matter?” Journal of Faculty Development, 31(1), 63–73. 

 &Բ;​&Բ;Berk, R. “Microaggressions Trilogy: Part 2.  Microaggressions in the academic workplace.” Journal of Faculty Development, 31(2). 69–83. 

 &Բ;​&Բ;Berk, R. “Microaggressions Trilogy: Part 3.  Microaggressions in the classroom.” Journal of Faculty Development, 31(3), 95–110. 

 &Բ;​&Բ;EdX, Columbia Center for Teaching & Learning, “Inclusive Teaching: Supporting All Students in the College Classroom”.

 &Բ;​&Բ;Sue, D.W. “Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race.” Hoboken, NJ: John Wiley & Sons, 2015.

 &Բ;​&Բ;Sue, D.W., Alsaidi, S., Awad, M.N., Glaeser, E., Calle, C. and Mendez, N. “Disarming Racial Microaggressions: Microintervention Strategies for Targets, White Allies, and Bystanders.” American Psychologist, 74, no. 1 (2019): 128-142.

 &Բ;​&Բ;Sue, D. W., Lin, A.I., Torino, G.C., Capodilupo, C.M. and Rivera, D.P. “Racial Microaggressions and Difficult Dialogues on Race in the Classroom.” Cultural Diversity and Ethnic Minority Psychology 15, no. 2 (2009): 183-190.