Raising Racial Awareness: Strategies for Teaching Students about Racial Microaggressions

Abstract

At universities across the country, students of color have organized and participated in protests, walkouts, and social media campaigns to call attention to racialized experiences that they feel have been largely ignored by their campus communities. Often these students of color are confronted with acts of racism that take the form of subtle everyday insults, known as racial microaggressions. Given the prevalence of racial microaggressions in higher education, the question arises as to how educators and administrators can effectively educate students on this concept in order to increase their cultural competency and combat these racialized acts. In this chapter, we consider how the classroom can be an active space to increase students’ competency and validate the experiences of marginalized groups. Drawing from critical race theory, previous literature, and our own experiences in the classroom, we outline several pedagogical strategies for educating students on racial microaggressions. First, we encourage faculty to arrange their classrooms for effective dialogue by being reflexive of your own positionality and privilege, collaborating with students on class ground rules, and unpacking the complexities of racial discussions with students. Next, we draw upon social media, popular culture, student-centered activities, and interdisciplinary research in order to demonstrate lived experiences of racial microaggressions and their consequences within higher education. Finally, we work with students on examining how they might contest these racialized insults in their own lives and potentially work toward larger social change.

Citation

Chin, C.B. and Morales, E. (2020), "Raising Racial Awareness: Strategies for Teaching Students about Racial Microaggressions", Puckett, T. and Lind, N. (Ed.) Cultural Competence in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 28), Emerald Publishing Limited, Leeds, pp. 173-184. https://doi.org/10.1108/S2055-364120200000028018