Page 270 - Microaggressions in Everyday Live Race, Gender, and Sexual Orientation

244 microaggressive impact on education and teaching

As in our opening case example, the student of color ’ s racial reality is negated
or invalidated:
“ . . . [They] keep rejecting whatever you say in class, it doesn ’ t matter what you

say, [they ’ d] disagree. They ’ ll say [racial related matter] it ’ s either irrelevant, it ’ s
not clear enough, um, I don ’ t understand what you ’ re saying, stuff like that . . . ”

Many students reported how when bringing up topics of race or culture,
they would be met with responses from White classmates like “ not everything
is racial, you know ” or nonverbals (rolling of the eyeballs) that “ scream at you,

here we go again. ” Another informant states, “ When I share personal experiences
of discrimination in class, they always want to find another reason for the behavior ”

(p. 186).
4. Assumption of criminality — This was a common experience for African
Americans students who witnessed White classmates not sitting next to
them, or becoming extra vigilant with their personal belongings when they
approached. They felt that White students communicated a fear of them, or
that they might steal: “ They don ’ t trust us, we ’ re criminals, dope pushers and
thieves ” (p. 186). Another Black student reported becoming angry at com-

ments from White classmates after watching a counseling session with a
Black client.
“ Some of the students started to comment automatically on . . . like, well, what if
he gets violent? Like, it just was kind of like entertained by the professor, like, oh,
well, you need to make sure where you sit is close to an exit, and you gotta do
this and you gotta do that. But I thought to a larger picture as to like this man, he
was older and he just was resistant, but he wasn ’ t violent. ” (p. 186)

Impediments to Honest Racial Dialogues

If racial dialogues are often caused by microaggressions, it becomes important

to understand why it is so difficult to clarify communications between the
participants. As we indicated earlier, students of color find such communica-

tions offensive. Yet, it would be benefi cial to understand how White students
perceive, interpret, and react when difficult dialogues on race present them-

selves. Why do many White students find it so difficult to honestly dialogue on
racial topics? What are the barriers that get in their way? What are they afraid
of? Likewise, these questions can also be addressed to White teachers as well.
Understanding the dynamics of racial dialogues can have many educational

benefits: (1) it will aid educators to recognize and anticipate their appearance

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