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Teachers’ awareness in identifying microaggressive behaviors within the K-12 classroom
Social Psychology of Education ( IF 2.614 ) Pub Date : 2021-01-13 , DOI: 10.1007/s11218-020-09604-9
Cheryl L. Burleigh , Andrea M. Wilson

In the field of education, teachers are sentries for maintaining proper decorum, upholding school policies, and maintaining a social justice classroom, free of adversarial behaviors. While the premise of proper social and academic student engagement is expected, teachers are not always aware of or able to respond to inappropriate social interactions. This qualitative study using a narrative inquiry approach investigates and portrays the levels of awareness and decision-making processes teachers possess when addressing microaggression and microaggressive behaviors. Five public school teachers from varying grade levels in a culturally diverse school district participated in semi-structured, in-depth interviews for this study. Emergent themes included: (a) awareness and recognition of microaggression as related to bullying, (b) microaggression as denigrating behavior directed toward others, and (c) microaggression with the school discipline framework. Findings suggest that teachers often lack awareness of microaggression as a concept distinct from bullying. But when the distinction is evident, teachers understand how microaggression can be a precursor to bullying which, if proactively addressed within the school discipline framework, may result in preventing bullying incidents before they start. Teachers were interested in receiving targeted professional development and adjusting school discipline policy to consider microaggression a unique concept. Guidance is offered to support educators, schools, and districts as clear guidelines and policies are established pertaining to identifying and addressing microaggression within the school community, thereby ensuring social and behavioral awareness.



中文翻译:

教师在识别K-12教室内的微攻击行为方面的意识

在教育领域,教师是保持适当礼节,坚持学校政策以及维护无敌对行为的社会正义课堂的哨兵。虽然期望适当的社会和学术学生参与的前提,但教师并不总是意识到或能够应对不适当的社交互动。这项采用叙述性探究方法的定性研究调查并刻画了教师在解决微攻击和微攻击行为时所具有的意识和决策过程的水平。在这个文化多元的学区中,来自不同年级的五名公立学校教师参加了本研究的半结构化深入访谈。新兴的主题包括:(a)与欺凌有关的对微侵略的认识和认识,(b)微侵略是对他人的贬低行为,以及(c)与学校纪律框架的微侵略。研究结果表明,教师通常缺乏对微侵略的认识,这是不同于欺凌的概念。但是,当区别明显时,教师就会知道微攻击如何成为欺凌的先兆,如果在学校纪律框架内积极加以解决,则可以防止在开始之前发生欺凌事件。教师有兴趣接受有针对性的专业发展,并调整学校纪律政策,以将微侵略视为一个独特的概念。提供了指导,以支持教育工作者,学校和学区,因为建立了与在学校社区内识别和解决微侵略有关的明确指南和政策,

更新日期:2021-01-13
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