Have you ever left a conversation feeling uncomfortable, but you couldn’t quite put your finger on the cause? Perhaps there was something inappropriate about that interaction, but you may have had a hard time identifying it as explicitly t racist, sexist, or misogynistic. Maybe you felt as though it was, but also worried that you’d be deemed too politically correct if you said something. You’re not alone and you may not be wrong. There may have been something inappropriate about that interaction. You might have experienced something called microaggressions. While the experience of being microaggressed is undeniable, it is too often invisible and causes feelings of isolation. In today’s blog, we will consider how gender is present in microaggressions, what this looks like in schools, and what teachers and educational leaders can do to eliminate them.

What are microaggressions?

In general, “microaggressions are commonplace verbal, behavioral, or environmental actions that communicate hostility toward oppressed or targeted groups” (Nadal, 2014). Microaggressions perpetuate racism, classism, sexism, homophobia, and ableism. Perpetrators of microaggressions are frequently in privileged groups and may exercise these kinds of aggressions unintentionally and unconsciously (although microaggressions can also be intentional and targeted). The combination of these factors can make it difficult for victims to communicate to others when  microaggressions happen. Those who experience and identify microaggressions might be labeled as overly emotional or too politically correct. Those in power may use their privileged positions to gaslight victims; that is, to manipulate the microaggressed persons into believing themselves in the wrong. Microaggressions, then, work in two ways - they perpetuate systems of oppression and simultaneously silence the victims.

Importantly, the experience of a microaggression is not just about hurt feelings. Roberto Montenegro from Seattle Children’s Hospital states that “it’s about how being repeatedly dismissed and alienated and insulted and invalidated reinforces the differences in power and privilege, and how this perpetuates racism and discrimination" (Dastagir, 2018). Although microaggressions often take racist forms, they can also include issues of gender, sexual orientation, class, ability, or religion. In fact, speaking out while female can be detrimental to the perceived effectiveness of women’s leadership, further solidifying microaggressions as a tool to support the status quo of who is in power and who is not. At AEC, we take this a step further and argue for an intersectional perspective on microaggressions, which means that we recognize that multiple facets of someone’s identity can make them a target of microaggressions. For example, someone might experience a microaggression because she is Black, a woman, and differently abled.

When microaggressions are present in a school community, students, teachers, and educational leaders can suffer long term negative impacts on their physical health, self-worth, and ability to thrive and succeed in school. Microaggressions dehumanize those in less powerful or privileged positions and perpetuate hidden messages. In 2010, Dr. Derald Wing Sue published an article in Psychology Today explaining how microaggressions can be used to dehumanize people in a variety of ways and the resulting negative consequences for women. Dr. Wing Sue lists:

• “An assertive female manager is labeled as a "bitch," while her male counterpart is described as "a forceful leader." (Hidden message: Women should be passive and allow men to be the decision makers.)”
• “A female physician wearing a stethoscope is mistaken as a nurse. (Hidden message: Women should occupy nurturing and not decision-making roles. Women are less capable than men).”
• “Whistles or catcalls are heard from men as a woman walks down the street. (Hidden message: Your body/appearance is for the enjoyment of men. You are a sex object.)”

What do microaggressions look like in schools?

Microaggressions can take many forms. They might include the use of  specific characteristics or identities to make assumptions about a person, to invalidate a person’s experience or knowledge, to make reductionist statements about a person or group, or to demean a person or group.  Students and professors from the University of Denver also suggest looking for these examples in your school or classroom. Here is a sample of their experiences:

• Continuing to incorrectly pronounce a student’s name after they have explained the correct pronunciation
• Having low expectations for whole groups of students
• Reinforcing gender roles through assigning specific group roles (e.g., assigning boys to lead small group activities)
• Interpreting student responses and behaviors through gender, sexual orientation, racial or ethnic stereotypes
• Asking students to represent an entire group based on their race, gender, etc.
• Ignoring microaggressions among students

At Clackamas High School in Oregon, students created The Microaggression Project with their teachers. In conjunction with the school’s National Art Society, students and teachers displayed large pictures of students holding signs which showcased examples of microaggressions they had experienced. Some examples were:

• “You’re good at that for a girl”
• “I have on my white girl costume today”
• “Asians are supposed to be smart”
• “That’s gay”
• “You don’t talk like you’re Black”
• “You have big eyes for an Asian”
• “You’re just being emotional”
• “She’s a girl, of course she has mood swings”

Coded language plays an essential role in microaggressions (as seen above). Amy explained last week how coded language can influence hiring practices for educational leadership positions. This has been my experience, too.  When an administrator found out that I am from Long Island, New York, he commented to me, “You don’t dress like a Long Island girl.” I was shocked by this comment and quickly got myself out of the conversation without confronting it. What did “dress like a Long Island girl” actually mean? What was the coded message in his comment?  What expectation went unmet by my choice of attire? Looking back, I should have said something. I should have done something. To take Amy’s advice from last week: if you hear something, say something.

What can I do about microaggressions?

Here are some tips for how you can combat microaggressions in your school:

1. Observe and question your own assumptions. We are constantly confronted with stereotypes in popular culture. These stereotypes place students, teachers, and educational leaders in boxes that filter how and what we see about them. Take stock of how your own assumptions shape your teaching and leadership practices in schools. Consider talking about these assumptions in your professional learning communities. Ask that teachers observe your teaching with a specific focus on microaggressions in the classroom, whether teacher-to-student, student-to-teacher, or student-to-student.

2. Recognize the difference between intention and impact.  Microaggressions are often unintentional and unconscious. They result from our  implicit biases and learned assumptions. Perpetrators often become defensive when they are confronted by someone who has identified a microaggression. If you confront this type of language, you may be labeled as too politically correct, overly emotional, or impinging upon freedom of speech. These arguments undermine the work it takes to confront microaggressions. As students, teachers, and educational leaders, we must focus on the impact of the statement rather than the intention. It is not enough that our intentions are not discriminatory. We must be cognizant of how our words impact those with whom we interact, especially our students.

3. Talk about it! Learn from my mistake of not responding to a microaggression.T his is critically important for educational leaders. In many ways, I felt disempowered from speaking up. I am a young, female teacher. He is an older male administrator.  This power imbalance silenced my voice, but it did not have to. As educational leaders, we have the opportunity to set the parameters for conversation. Do so in just and equitable ways. Microaggressions are difficult for all who experience them, but they are incredibly difficult for students who are still growing and developing. Students learn and practice communication with others in schools. Talk with your students about how the words they use impact those around them. Use microaggressions as teachable moments and support students as they find their voices. The first step is always to identify and acknowledge them when they occur.

When confronted with a microaggression in school:

• Take a breath.
• Remember intention vs. impact. Your goal is not assigning blame.
• Explain how the statement impacted you.
• Ask follow up questions: What do you mean when you say…? Can you be more specific about …?
• Identify allies in your school or community.

None of this is easy. But it matters a great deal to our students, teachers, and educational leaders. Now that we have started the conversation, let’s get to work.

Interested in learning more about microaggressions, their impacts, and specific steps educators can take to minimize their impact? Click here to learn more about our services!

- Lisa

Works Cited

Dastagir, A. (2018, February). Microaggressions don’t just “hurt your feelings.” USA Today. https://amp.usatoday.com/amp/362754002

Portman, J., Treviño, J., Trisa Buiz, T., & Ogaz, J. Microaggressions in the Classroom. University of Denver: Center for Multicultural Excellence.  http://otl.du.edu/wp-content/uploads/2013/03/MicroAggressionsInClassroom-DUCME.pdf

Sandberg, S. & Grant, A. (2015, January). Speaking while female. New York Times. https://www.nytimes.com/2015/01/11/opinion/sunday/speaking-while-female.html

The Microaggression Project. Clackamas High School. https://chsmapproject.weebly.com/

Weiss, S. (2015, October). 15 Microaggressions Women Face On A Daily Basis, Because They All Add Up To An Unequal Society. Bustle. https://www.bustle.com/articles/119429-15-microaggressions-women-face-on-a-daily-basis-because-they-all-add-up-to-an-unequal

Wing Sue, D. (2010, November). Microaggressions: More than just race. Psychology Today. https://www.psychologytoday.com/us/blog/microaggressions-in-everyday-life/201011/microaggressions-more-just-race