Addressing Racial Microaggressions in Our Schools

Empower Yourself...Learn About Racial Microaggressions
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  • Lectures 11
  • Length 1 hour
  • Skill Level All Levels
  • Languages English
  • Includes Lifetime access
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About This Course

Published 2/2015 English

Course Description

COURSE DESCRIPTION

Teachers, consider the possibility that you may unconsciously commit racial microaggressions in the classroom? In an academic setting, racial microaggressions are brief and subtle insults (verbal, nonverbal, and/or visual) directed toward students of color, often automatically or unconsciously. Racial microaggressions in the classroom continue to be a challenge across the country. Unfortunately, teachers are generally not prepared to recognize racial microaggressions when they occur, or to understand their implications.

This course is valuable to all educators who want to learn about racial microaggressions and understand its negative psychological impact on the academic success of students of color. There is significant research documenting the negative impact of racial microaggressions on the psychological wellbeing and academic functioning of students of color. The documented information on racial microaggressions in this course was obtained from research studies, surveys, interviews, focus groups, case studies and testimonials of students of color from across America.

Both students and faculty play a role and have a responsibility in creating safe and inclusive classroom environments. This course is helpful to those educators who would like to recognize, address and prevent racial microaggressions in the classroom.

Contents and Overview

At the end of this course, you will learn:

  1. Three types of racial microaggressions?
  2. The harmful hidden messages racial microaggressions communicate to students of color?
  3. The negative psychological effects racial microaggressions have on students of color?

In addition, you will learn: 1) how your unconscious biases play a major role in how you process your assumptions; and 2) how those assumptions affect how you interact with students of color and, ultimately, communicate racial microaggressions.

WHAT'S IN THE COURSE?

This course contains lectures, content, resources and videos about marginalized groups' experiences with and responses to racial microaggressions in the classroom.

COURSE REQUIREMENTS:

Fluent/advanced level of English

WHO SHOULD ATTEND?

Educators from all private and public institutions interested in recognizing addressing and preventing racial microaggressions.

What are the requirements?

  • Fluent/advanced level of English required

What am I going to get from this course?

  • Define Racial Microaggressions
  • Identify three types racial microaggressions
  • Interpret the hidden messages racial microaggressions communicate
  • Discover how racial microaggressions occur in the everyday lives of student of color
  • Understand how racial microaggressions can marginalize students of color

What is the target audience?

  • Educators who appreciate the importance of creating an academic environment that is free of all impediments of learning including racial microaggressions will benefit from this course. It is designed to help all educators understand how their unconscious biases can play a major role in their assumptions about students of color, how those assumptions affect their interactions with students of color and how to eliminate or, at least, minimize the impact of racial microaggression in the classroom.

What you get with this course?

Not for you? No problem.
30 day money back guarantee.

Forever yours.
Lifetime access.

Learn on the go.
Desktop, iOS and Android.

Get rewarded.
Certificate of completion.

Curriculum

Section 1: What Are Racial Microaggressions?
03:25

This course is valuable to all educators who want to learn about racial microaggressions and understand its negative impact on the academic success of students of color.

08:08

Racial microaggressions are brief and commonplace daily verbal, behavioral and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory or negative racial slights and insults that potentially have harmful psychological impact on students of color.

Section 2: Microinsults
09:08

Ascription of Intelligence is defined as assigning a degree of intelligence to a student of color based on their race.

04:05

Pathologizing Cultural Values/ Communication Styles are defined as the belief that the values and communication styles of people of color are abnormal.

05:48

Assumption of Criminality suggests a person of color is presumed to be dangerous, criminal, or deviant on the basis of their race.

6 questions

What are Microninsults? How do they differ? Test your understanding by taking the multiple choice quiz.

Section 3: Microinvalidations
08:17

Alien in Own Land suggests Asian Americans and Latino Americans are assumed to be foreign-born.

07:07

Denial of Racial Reality occurs when a student of color’s racial reality is rejected, dismissed, or invalidated.

05:37

Color Blindness is the belief that a White person does not want to acknowledge race.

6 questions

What are Microinvalidations? How do they differ? Test your understanding by taking the multiple choice quiz.

Section 4: Microassaults
06:00

Microassaults are conscious biased beliefs or attitudes held by individuals and intentionally expressed overtly or covertly toward marginalized groups.

5 questions

What are Microassaults? How do they differ? Test your understanding by taking the true or false quiz

Section 5: Racial Microaggressions in Our Schools
04:26

Students will be able to recognize the harmful hidden messages racial microaggressions communicate to students of color. 

Racial microaggressions happen everyday, and it's not common to name it, or even realize what's happening right when it occurs. We have to train ourselves to recognize and decipher these instances. People who witness a racial microaggressions can be affected by it even when the supposed student of color isn't affected. Be gentle with yourself and others. This is a process, and the more you are aware of and practice ways to respond (be it through confrontation, self-care, supporting of the student of color, talking with friends, involvement in social action, etc.) the easier it will become to be intentional and use these skills over time. We can manage racial microaggressions by becoming aware of them, and slowly learning to catch our biases before they become actions.


07:57

National attention has been focused on overt racial tensions on college campuses across the country. But what about smaller, subtle, more persistent forms of racism? Special correspondent Charlene Hunter-Gault speaks to Derald Wing Sue of Teachers College at Columbia University about the ways that everyday “microaggressions” can affect people. Watch the video with these questions in mind. Share your thoughts in course feedback.


Critical thinking questions

  1. Do you agree with Dr. Sue’s assessment that some microaggressions cause more hurt than flagrant remarks of racism?
  2. Critics of Dr. Sue’s studies of microaggressions believe that adults coddle young people too much and that individuals need to learn to be less sensitive. Do you agree or disagree?
  3. What are some ways we can address our own unintentional biases towards others?


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Instructor Biography

Gwendolyn Miller, Addressing Racial Microaggressions in Our Schools

For the past decade, Ms. Gwendolyn Miller focused her career exclusively on providing educators with tools designed to identify and eliminate racial microaggressions in the classroom. As a result, she has developed pedagogical strategies that enable teachers to create the optimal academic environment, free of racial microaggressions.
Through her online courses, educators gain expert insights into the classroom experiences of students of color and their responses to racial microaggressions. As a result, educators will learn the major causes of racial microaggressions:

The failure to recognize unconscious biases;
The failure to recognize how unconscious bias plays a major role in discriminatory assumptions about students of color;
The failure to recognize how these assumptions affect daily interactions with students of color; and
The failure to recognize how these assumptions ultimately result in racial microaggressions.

A Lifetime of Relevant Experience
Following a career as a classroom teacher, Gwendolyn decided to pursue her Master of Science Degree in Education from the Applied Psychology and Human Development Division of the University of Pennsylvania, Graduate School of Education. During her studies, she conducted significant research on the issue of racial microaggressions in the classroom. Inspired by her research, she embarked on her a career as a consultant on racial microaggressions. She has worked with school faculties and district leaders to promote positive inter-ethnic interactions and enhance the educational experience of students of color.

A Proven Approach
Gwendolyn has presented workshops related to the problem of systemic racism in educational institutions at numerous conferences, including the National Association for Multicultural Education, Teachers College Roundtable on Multicultural Psychology and Education, National Conference on Racial and Ethnic Diversity in Higher Education, American Psychological Association Convention and the National Association of Independent Schools People of Color Conference.

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