School connectedness and students' experiences of microaggressions from teachers
Master of Social Work
School for Social Work
Microaggressions, Teacher-student relationships, Adolescent psychology, Identity (Psychology) in adolescence, School climate, School connectedness, Teacher support, Teacher disrespect, Student voices, Critical race theory, Adolescent development, Identity development, Counternarratives
This mixed-method study explores what kind of microaggressions high school students of various ethnicities and racial identities experience from their teachers, and if type and responses to microaggressions vary according to the levels of perceived school climate. Qualitative thematic analysis was used to find out what types of microaggressions were experienced. Using quantitative measures of school connectedness and teacher support as well as qualitative thematic analysis, the study analyzed differences in the ways in which students who experience low and high levels of school connectedness responded to these microaggressions. Twenty-one participants were interviewed, and nine were further sampled using quantitative measures. The findings were that students experience teachers stereotyping, teachers making students feel erased and adopting color blind narratives, teachers singling out students and calling out differences and teachers minimizing student concerns. School connectedness and teacher support appear to be protective factors for students who experience these kinds of microaggressions.
Wesely, Laura J., "Respect, it goes both ways : exploring school connectedness and students' experiences of microaggressions from teachers : a project based upon a joint project" (2017). Masters Thesis, Smith College, Northampton, MA.