Toxic Rain in Class
Toxic Rain in Class
复制标题
课堂毒雨
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Sandra Isabel Dias
中科院分区：
文献类型：
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作者：
Carola Suárez;Saskias Casanova;Margary Martin;Dalal Katsiaficas;Veronica Cuellar;Naila A. Smith;Sandra Isabel Dias
在这篇文章中，我们分享了一项研究的探索性发现，该研究捕获了体内的微攻击（MA），以揭示它们如何在教室中发生。这些简短而常见的侮辱传达了对代表性不足的个人的贬损和侮辱，导致无效和敌对的学习经历。我们的目标是扩大我们在教育环境中研究和思考MA的方式。我们的数据来自三个社区大学校园的60个不同教室的结构化观察。我们的研究结果提供的证据表明，课堂MA频繁发生在近30%的观察社区学院教室。虽然观察到文化/种族以及性别的MA，最常见的类型的MA是那些破坏学生的智力和能力。MA更有可能在少数民族学生最集中的校园中进行，并且最经常由教师进行。最后，我们反思这些事件对课堂气氛的影响，并为未来的研究和实践提出建议。
In this article we share exploratory findings from a study that captures microaggressions (MAs) in vivo to shed light on how they occur in classrooms. These brief and commonplace indignities communicate derogatory slights and insults toward individuals of underrepresented status contributing to invalidating and hostile learning experiences. Our aim is to expand the ways in which we research and think about MAs in educational settings. Our data are drawn from structured observations of 60 diverse classrooms on three community college campuses. Our findings provide evidence that classroom MAs occur frequently—in nearly 30% of the observed community college classrooms. Although cultural/racial as well as gendered MAs were observed, the most frequent types of MAs were those that undermined the intelligence and competence of students. MAs were more likely to be delivered on campuses with the highest concentration of minority students and were most frequently delivered by instructors. We conclude by reflecting on the implications of these events for classroom climate and make recommendations for both future research and practice.
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM