Page 265 - Microaggressions in Everyday Live Race, Gender, and Sexual Orientation

Microaggressions in Education 239

to forced compliance or being “ civilized ” (Deyhle & Swisher, 1999). Latina/o
students, especially immigrants, must deal not only with racism, but accultura-
tive stress, poverty, high unemployment, and culture - confl icts (Hovey, 2000).
It is reported that this confluence of external factors not only saps the energies

of Latina/o students for learning in the classroom, but predisposes them to
higher rates of mental disorders such as depression and attempted suicide
(Tortolero & Roberts, 2001). Dealing with family distress, discrimination in
the school and community, and social isolation may result in increased gang
activities as well (Baca & Koss - Chioino, 1997).
Likewise, gay and lesbian youths, especially those out of the closet, face
discrimination and harassment in the schools at a high rate. They are more

likely to have been involved in a fight that required medical attention (Russell,
Franz, & Driscoll, 2001). Their tendency to be exposed to violence in schools is
frighteningly high: a Massachusetts high school study revealed that LGB stu-
dents are more likely to be confronted with a weapon in school (32.7 vs. 7.1%),
and to avoid going to school because of safety concerns (25.1 vs. 5.1%).
Furthermore, they were more likely to attempt suicide not because of their
sexual orientation, but because their school, home, and social environments
have proven hostile and invalidating (Russell & Joyner, 2001).
Given these brief examples, it is clear that systems forces can be powerful
and infl uential in determining the academic outcome of students. A singular
belief that people are “ masters of their own fate ” unfairly blames marginalized
populations for their inability to achieve more in school or society. It fails to
consider the operations of racism, sexism, and heterosexism in determining
the outcome of school performance and achievement in other areas of life.
Whether educators view the locus of responsibility as residing in the person

or the system has major impact upon how they define a problem (achievement
gap), the attributions made, and the strategies chosen to solve it. Poor academic
performance of African Americans, for example, may be attributed to the
group ’ s inadequacies or shortcomings (person - focused), thus changing them
(assimilation or acculturation) is seen as the solution. If, however, a system
analysis is employed, racial discrimination and the lack of opportunities are

identified as the culprits, and systemic intervention is recommended (Jones,
1997). Neither approach taken to the extreme tells the whole story. However,
the values of individualism and autonomy undergird our beliefs in individual
responsibility and self - reliance, making it diffi cult for many educators to see
how their assumptions of equal access and opportunity may not apply to
many devalued groups in our society. Systemic barriers to minority achievement

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