Opinion: Stop microaggressions in the classroom

Recently, the hate and bias rooted in our institutions is being exposed at greater rates, with no shortage of evidence of deep-seated intolerance in law enforcement, government, and the American education system as a whole. However, a different strain of bias can be found much closer to home. 

Microaggressions, though subtle, influence the classroom and students within it. By definition, microaggressions are subtle words or actions that target certain individuals or groups in negative ways. These are often hard to isolate, but the effect can be damaging to those on the receiving end.

There are many common exchanges that are conducive to microaggressions. Complimenting a person that is an ethnic minority on their fluent English highlights the preconceived notion that people of color aren’t eloquent and can’t have American accents. Proctors scheduling tests and quizzes on cultural or religious holidays imply insensitivity and cultural incompetence. 

While microaggressions generally relate to race-based discrepancies, the experience extends to other cases. The lack of access to certain expensive supplies like calculators or textbooks can cause students of lower socioeconomic status to feel inferior and unprepared, widening the achievement gap. 

The LGBTQ community can also be targets of unintended insensitivity. Especially during online learning, it is common for teachers to assume genders without confirming students’ pronouns beforehand. While this usually isn’t intentional or harmful, more open conversation about pronouns and gender identity would allow students to feel more comfortable making corrections. 

Many teachers have found a solution for this by sending out Google Forms during the beginning of the school year to confirm pronouns. In addition, students can edit their names on Zoom to add preferred pronouns for other students and teachers to reference. 

It is important, especially in these unprecedented times, to be open-minded and aware of the consequences subtle microaggressions and ignorant statements can have, whether in a classroom or on an online platform like Zoom. Sensitive topics involving politics, gender, race, sexuality, religion and identity should also not be used as the highlight of jokes, as these can be insensitive and cause discomfort to those marginalized. 

Additionally, it is vital to normalize open conversations about experiences with microaggressions and bias in order to foster a more conducive learning environment where students feel comfortable and can excel without inhibitions. 

To truly make a difference, it is imperative to reflect on such experiences or mistakes as learning opportunities and make concrete changes against premature judgments. 

Article by Amanda Catipon of Northwest High School

Edited by Arts & Culture Editor Vainavi Ghambir of Walter Johnson High School

Photo by May Pham of Walter Johnson High School

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