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"They Don't Say It Up Front" : Immigrant-Origin High School Students' Experiences Of Disrespect And Racial Microaggressions By Teachers : A Project Based Upon A Group Research Investigation, Leah A. Gold
Theses, Dissertations, and Projects
This qualitative study used counter-storytelling methodology from Critical Race Theory to explore 15 racial and ethnic minority immigrant-origin high school students’ experiences of racial microaggressions by teachers. Previous research focuses on overt racism with youth or microaggressions with adults, but has not addressed subtle racism experienced by high school students. The findings suggest immigrant-origin experience teacher disrespect as racial microaggressions, including those that are related to immigrant identity. Though not conclusive, the results indicate that experiences of racial microaggressions and responses may differ for immigrant-origin youth with different generation status. Teachers’ racial sensitivity and school climate were demonstrated to be …
Exploring Experiences Of, And Responses To, Microaggressions As Disrespect From Teachers In High School Classrooms : A Person-Centered Approach, Emily Ann Peck
Exploring Experiences Of, And Responses To, Microaggressions As Disrespect From Teachers In High School Classrooms : A Person-Centered Approach, Emily Ann Peck
Theses, Dissertations, and Projects
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 …
Respect, It Goes Both Ways : Exploring School Connectedness And Students' Experiences Of Microaggressions From Teachers : A Project Based Upon A Joint Project, Laura J. Wesely
Theses, Dissertations, and Projects
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 …