Exploring experiences of, and responses to, microaggressions as disrespect from teachers in high school classrooms : a person-centered approach
Master of Social Work
School for Social Work
Microaggressions, High school students-Social conditions, Teacher-student relationships, Racism in education, Bystander effect, Subtle racism, Aversive racism, Disrespect from teachers, High school, School climate, School connectedness, Bystander intervention, Bystander support, Bystander responses, Person-centered analysis, Mixed method
The present study examined the relationship among high school students’ experiences of microaggressions and disrespect perpetrated by teachers and their perceptions of school connectedness and projections of their own bystander intervention behaviors. There is reason to believe that peer bystanding behavior, defined as either intervention in the moment, or active supporting after the event, are protective in terms of the otherwise cumulative impact of microaggressions. Using interviews from seventeen high school students, and quantitative data from nine participants, this research prioritized the voices of students, their narratives, and their meaning making process after such events occur. Findings suggest that participants with low scores for school climate might be in the best position to "take the risk" of intervening (in the moment) in situations of subtle racism and that students who have a more comfortable perception of school climate might be likely to prioritize classroom harmony over a sense of justice.
Peck, Emily Ann, "Exploring experiences of, and responses to, microaggressions as disrespect from teachers in high school classrooms : a person-centered approach" (2017). Masters Thesis, Smith College, Northampton, MA.
123 pages : color illustration. Includes bibliographical references (pages 92-102)