After a microaggression occurs: Follow up as appropriate
Not sure what a microaggression is? Here’s an explanation.
→ If a student made the microaggression …
Debrief what happened. If you were unable to respond in the moment, you can debrief what occurred at the beginning of the next class.[1]
Why: This communicates that you recognize a microaggression has taken place and are taking it seriously.
Share resources (e.g., people, documents, tools) that can support others in the room following the microaggression.[1][2][3]
Why: Microaggressions can affect different people in different ways. By sharing resources to support students, you draw their attention to resources that may be useful as they process the microaggression and you communicate that you care about their well-being.
Adjust or clarify classroom community norms if needed.[4]
Why: Classroom community norms can be a living document, as you and students work together. When a microaggression takes place, it may draw attention to aspects of the classroom community norms that could be revised or made clearer.
Reflect on the occurrence.[5] For example, you can consider how you responded, how your own beliefs, identities or past experiences may have informed that response[6], and what you might do similarly or differently if the same situation were to reoccur.
Why: Reflecting on what happened and your response to it gives you an opportunity to process what took place and to prepare for how you might use a similar or different approach in the future. This can become part of a continuous cycle of learning.
→ If you made the microaggression …
Listen when a student explains that they experienced a microaggression. Try to understand their perspective and the impact of your words or actions.[3]
Why: Given the power differential between students and instructors, as well as your role in assessing students’ work, it likely took courage and could represent a risk for the student to share their experience.
Reflect so you can better understand the impact of your words or actions.[5] Then, apologize without making excuses, focusing on your role and the impact of your actions or words.[1] Sample phrasing: “I’m sorry I made that mistake. I understand that it made you feel … I appreciate your bringing it to my attention. Going forward, I’ll be careful to [describe what you would do differently].”
Why: Focusing on the impact of your actions or words shows that you are taking the situation seriously and are committed to changing your approach. Conversely, an apology that focuses on intent rather than impact may be perceived as making excuses or denying the harm that the other person experienced.
Commit to applying your learning.[1]
Why: If you identify how you can apply your learning, it is less likely that the same situation will reoccur. This could involve identifying what you would do differently in the future if the same situation were to reoccur. You might also decide to share what you learned with a trusted colleague or friend (being sure to keep any specifics that could point to a specific student confidential).
Next steps
Reflection
After reading the different strategies, which ones can you imagine bringing into your classroom?
Accessing McGill resources
The following McGill resources can offer various forms of support with addressing microaggressions in the classroom.
Resource | Examples of support offered to instructors around microaggressions in the classroom |
Case management and crisis response information, guidance and resources for helping students in difficulty, and information on who to contact when students exhibit different kinds of worrisome behaviours | |
For eligible employees, consultation including short-term professional counselling and legal resource/consultation services | |
Workshops on understanding and navigating microaggressions | |
Consultation and help with filing a formal report of discrimination, harassment, or sexual violence; information about policies and processes; connection to additional supports | |
Consultations about pedagogical approaches, referrals to other resources |
References
[1]University of British Columbia Center for Teaching, Learning and Technology. (2019). Microaggressions in the classroom.
[2]Sue, D. W., Alsaidi, S., Awad, M. N., Glaeser, E., Calle, C. Z., & Mendez, N. (2019). Disarming racial microaggressions: Microintervention strategies for targets, white allies, and bystanders. American Psychologist, 74(1), 128-142.
[3]University of Denver Center for Multicultural Excellence. (2009). Microaggressions in the classroom.
[4]Bowen, C. L., Hudson, H., Austin, S. J., Landaiche, C., Peters, A. M. K., Salom, M. F. C., & Morand, B. (2022). The development and implementation of “Class Community Norms” to facilitate learning in a social justice-oriented classroom. IEEE Xplore.
[5]Kishimoto, K. (2018). Anti-racist pedagogy: From faculty’s self-reflection to organizing within and beyond the classroom. Race Ethnicity and Education, 21(4), 540-554.
[6]Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286.
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