Microaggressions: Reinforcements of Cultural Imperialism

Sam Clifford-Gomez, Roger Griffin, Vanessa Leon, and Chen Shen

California State University, San Bernardino

Yvette Lopez
 Table of Contents
3 Abstract 22-26 Discussion

4 Summary 27-30 Findings

5 Research Methodology 31-32 References

6 Rationale & Purpose

7 Argument

8 Definition of Microaggression

9 Explanation of Microaggression

10-21 Literature Review

Abstract
The English language is the world’s current lingua franca, and as such, skillful and
knowledgeable command of the language serves:

● As gatekeeper to access to highly sought educational, career, and social

opportunities
● As entry within many fields and for upward social mobility
● To perpetuate historical and current acts of colonial and imperialistic tendencies
through microaggressions

Microaggressions consist of common acts which propagate imperialist viewpoints

and perspectives.
Let’s Us Consider First
Have you ever witnessed or overheard any of the below comments:

● “You’re the whitest Black person I know.”

● “You’re Asian, shouldn’t you be good at math?”
● “You’re so articulate and well-spoken.” (Often said to people of color in work
or school-related contexts)

If so, then you may have participated or witnessed a microaggression.

Presentation Summary
● Microaggressions are a form of perpetuating imperialist viewpoints and
reinforcing past and present colonial practices onto the English language
learner (ELL) of today
● Microaggressions occur in many forms and across a wide spectrum of
day-to-day teaching and learning interactions within the field of teaching
English as a second language (TESOL)
● Microaggressions negatively affect the student as a learner, the learning
environment, and the concept of inclusivity within the overall ELL arena
● Teachers should be aware of what microaggressions are, how to avoid them,
and what they can do about addressing microaggressions within their own
teaching practice
Research Methodology
Approach: For this process, we:

● Researched the literature defines as a microaggression and the associated

affects those actions or inactions can have on the learner and the learning
environment
● Reviewed Textbooks from English language learner courses at California State
University, San Bernardino
● Conducted a survey on microaggressions
Rationale and Purpose
All teachers, regardless of background, should constantly consider how their own
schemata and cultural experiences, heritage, and viewpoints influence their overall
teaching approaches and methodologies.

By understanding how our everyday actions and inactions can make our students
feel, we can better support them in their efforts to navigate the challenges of
second or additional language acquisition (SLA).
Argument
Our arguments on microaggression are:

● First, microaggression are a problem within TESOL and one that promotes
imperialist viewpoints and structures while simultaneously promoting
inferiority among ELL students from non-Western backgrounds
● Second, teachers should seek to address microaggressions within their own
individual scope and practice
● Third, in order to address the challenges of microaggressions, teachers need
to understand what they are, how and when they manifest and how to
address/avoid such negative actions/inactions
Microaggression Definition:
Three types of microaggressions:

Microassaults-purposeful actions which are overtly discriminatory and easy to

identify

Microinsults-more nuanced put downs

Microinvalidations-the invalidating of the lived-experiences of people of color or

minorities as inaccurate, unworthy, or wrong

Bucceri, Capodilupo, Esquilin, Holder, Nadal, Sue, & Wing (2007) define microaggressions as everyday slights, snubs and
insults. Bucceri et al. (2007) note that those actions can be on purpose or unintentional and that such actions reinforce negative
concepts about an individual and his or her perceived member group.
Microaggressions Explained:
Microaggressions perpetuate stereotypes, like that of the:

● Dangerous Black Male (Sue, 2015, p.7)

● All Asians are Chinese
● Names should be adjusted for ease of pronunciation which removes
connections of history and ancestry
● Microaggressions continually push the notion that individuals from different
ethnic groups are inferior to other groups

Sue (2015) notes that microaggressions are often perceived by the offenders as
only being small, trival, and unimportant mistakes which many people can make
(p.9).
Literature Review
Academic Article Summaries
Reexamining “English Only in the ESL Classroom”
Microaggression: Enforcing English-only Rules

The author reflects on the common rule in ESL classrooms that limits or prohibits native
language use during instructional time. According to Auerbach, the basis for this practice is
based on the ideology of Americanization, rather than research, and is counterproductive to
language acquisition. Auerbach cites instances of this rule being enforced as a means of
controlling classroom volume and limiting student interaction, and examples where L1 use is
perceived as student misconduct and grounds for suspension. Auerbach suggests that allowing
mindful inclusion of students’ native language can support English acquisition, and that in doing
so, the school climate is conducive to exploring topics more deeply because ultimately
“acknowledging learners’ identities and sociolinguistic resources is critical for second language
acquisition.”

Auerbach, E. (2016). Reflections on Auerbach (1993), “Reexamining English only in the ESL classroom.” TESOL Quarterly.
50, (4). 936-939.
The impact of mispronouncing students’ names
Microaggression: Mispronouncing and Refusing Use of Students’ Names

The author ascertains that mispronouncing students’ native names, or bestowing upon them more
common American names, has long-lasting effects on their cognitive abilities and self confidence.
The practice of Americaning ethnic names by offering nicknames or American alternatives erases
students’ historical and and ancestral connection, and frequent unchecked mispronunciation
negates their identity and sends the message that their names are problematic, in turn,affecting
students’ worldview and self efficacy, ultimately affecting their academic
success. Mclaughlin makes the case that teachers have a moral and
professional obligation to make the effort to learn and use students’ given
names, and must make a point of correctly pronouncing them, as this
shows respect and validates their native cultures. Ultimately, honoring
students’ given names positively impacts school culture.

Mclaughlin, C. (2016). The impact of mispronouncing students’ names. NEA Today.

Key, K., Peele, J., Roberts, I., Martel, J., Principato, P., Young, P.
(2012). Substitute Teacher. Key and Peele. 2 (4).
Examples of Microaggressions in the Classroom
Microaggressions, according to Sue, are insults or insensitive remarks based on:
➔ socioeconomic status
➔ disability
➔ gender
➔ gender expression or identify
➔ sexual orientation
➔ race
➔ ethnicity
➔ nationality
➔ religion

Percentage of educators who admit Percentage of educators who have observed

to having coworkers
● Mispronounced ● Mispronounce names
students’ ● Make assumptions
names about gender
● Made ● Set low expectations
assumptions ● Make assumptions
about students’ about student
and their background
backgrounds
 Disputes over the classification of Microaggressions

Lilienfeld argues that the term microaggression is incorrectly used and that what is classified as microaggressions are actually

overt actions of racism which trivialize the degree and intent when classified as microaggressions. He argues that microassaults

should not be classified with this term, as those actions are clearly intentional and outwardly purposeful, direct actions of racism.

Lilienfeld as argues that the term micro should be dropped from the name and that the evidence correlating microaggressions to

the harm it inflicts on individuals is scant and unverifiable due to the overclassification and misuse of the term.

Lilienfeld, S. O. (2017). Microaggressions. Perspectives on Psychological Science, 12(1), 138-169.

 The Problem with Microaggressions
Sue (2015) argues that microaggressions can appear as harmless misconceptions
or bad stereotypes on the surface level but that microaggressions lead result in
feelings of:

● Being a second class citizen

● Less than human

And, that microaggressions:

● Lead to educational, career, and societal disparities

● “Detrimental to mental and physical health” (Sue, 2015, p.7)

Sue, D. (2015). Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on
race. Hoboken, New Jersey: Wiley.
 Racial Microaggressions and African American and Hispanic Students in Urban Schools: A
Call for Culturally Affirming Education

The authors explore racial microaggressions against African American and Hispanic
students in K-12 urban schools. In education, school policies, school overcrowding,
biased testing, and less qualified faculty in urban schools are all examples of
systemic racial microaggressions. Other examples explained in the article include
hegemonic curriculums, academic tracking, and zero-tolerance policies. Teachers'
perceptions can also lead to microaggressions against students. It is important that
districts, schools, and teachers help put a stop to racial microaggressions in the
education system. Microaggressions may be subtle but the lasting effects on
students are not so subtle. Mental health problems such as depressions, anxiety,
trauma, and issues with self esteem are all possible outcomes for students who
experience microaggressions. Allen, Scott, and Lewis suggest that districts, schools,
and teachers adopt a culturally affirming education to help marginalized students
reach their full potential in urban schools. This approach also helps support students
overall health and well being which will go beyond the classroom.

Allen, A., Scott, L. M., & Lewis, C. W. (2013). Racial Microaggressions and African American and Hispanic Students in Urban
Schools: A Call for Culturally Affirming Education. Interdisciplinary Journal of Teaching and Learning, 3(2), 117–129.
Beyond the Literal: Microtransformations in a Secondary ESL Classroom

School interactions have a great effect on learners’ identities or subjectivities. Microaggressions in schools
not only deny students access to an equal education, they also affect how students see themselves and
how they are viewed by others. Just like interactions in schools can affect students in a negative way, they
can also help disrupt the negative effects of microaggressions in the classroom. Paula Wolfe investigates
how Anglo teachers’ language interactions with Latino language learners influence student subjectivities.
This article documents how positive interactions between an Anglo teacher and two EL high school
students created a positive transformation within the students.

Wolfe, P. (2011). Beyond the Literal: Microtransformations in a Secondary ESL Classroom. Multicultural Perspectives, 13(2),
79–89.
Position Paper on English-only Legislation in the United States

TESOL has historically opposed restrictive language policies, as stated by its Resolution on
Language Rights (1987) and its Position Statement on Language Rights (2000).

The United States should treat linguistic and cultural diversity as an asset for all individuals
in the United States. Policies should create services and opportunities for English language
development as well as competence in other languages. Rather than create exclusionary
and restrictive language policies, lawmakers should focus their efforts on creating more
resources and opportunities for English language development for English language
learners, as well as fostering bilingualism and multilingualism for all Americans

TESOL. (2005). Position paper on English-only legislation in the United States. Retrieved June
2005, from https://www.tesol.org/docs/pdf/4162.pdf?sfvrsn=2&sfvrsn=2
Discussion

Here is What we Found...

Microaggressions within TESOL Program Text (545)
Jones and Tompkins (2019) have a lesson in Chapter 6 of the last edition of the
Writing book in the California State University, San Bernardino TESOL program
which highlights a pioneer guide lesson. The lesson focuses on students
pretending to be homesteaders on the Oregon Trail. Students complete a diary
example entry includes:
“Today, we left independence, Missouri , for the Oregon Trail. It was sad to say good-bye to our families. We have
lots of supplies. We have 5 oxen, 5 sets of clothing, 500 bullets (in case we get in a fight with the Indians), 2
wagon axlex, 1 wagon tongue, 250 pounds of food and more than $900 dollars. (p.117).”

Jones, D., & Tompkins, G. (2019). Teaching writing: Balancing process and product (7th ed.). Boston:
Pearson.
Microaggressions within TESOL Program Text (660)
Schmidt (2015) in Chapter 10 introduces a lesson on adverb clauses but the initial
text trivializes and minimizes the atrocities committed by White European settlers
against the Aboriginal population. The text notes that “now there are fewer people,
because the aboriginal population was decimated by introduced diseases and
mistreatment after the Europeans arrived.

Schmidt, H. (2015). Advanced grammar. White Plains, NY: Pearson Education.

Examples of Microaggressions in Real World
● Sue (2015) uses the example of President Barrack Obama and the
dangerous Black male stereotype to illustrate the direct effects of
microaggressions on the victim

● Assumptions of English teachers being only White in foreign countries

● Discrimination against individuals with Chinese heritage due to Covid-19
Principles and Practices for teaching English as an International Language
● Educators frequently focus on correcting students as means of reaching standards of ‘internationally acceptable English’”

● Native speakerism enforces the notion that all English speakers should aspire to reach native-speaker competence, and
marks learning errors in accent and syntax as failures in learning

● Offering sub-par English instruction

● Biased standardized tests that only require reading and writing competence

● Teaching materials featuring trivial and biased cultural content

● Propensity to ignore the importance of first languages in the acquisition of L2

● Hiring practices that favor teachers who embody the cultural and physical markers of native English speakers
EESL 313: Pedagogical Foundations for English Language Learners
The Cross-cultural Language and Academic Development Handbook A Complete K-12 Reference Guide,
Third Edition by Lynne T Diaz-Rico & Kathryn Z. Weed

-In order to create a fair environment for all students, teachers must become aware of social injustices present.

“Schooling, too often, helps to keep minority children powerless— socially, economically, politically— and perpetuates the
powerlessness of parents “ (Diaz-Rico & Weed, 2006, p. 255).

“inner-city schools with large minority populations have been found to have higher percentages of first-year teacher, higher enrollments,
fewer library resources, and less in-school parental involvement, characteristics that have been shown to relate to school success”
(Diaz-Rico & Weed, 2006, p.220).
-tracking
-curriculum
-school (physically)
-disciplinary policies

Lessons about different cultures are only taught during a specific time of the years. This includes reading books of people of color.
Some classrooms don’t represent diversity. Pictures and toys in the classroom only resemble the dominant group.

“Classroom teaching that aims at detecting and reducing racism may be a futile exercise when the institution itself-the school- promotes
racism through its policies and practices, such as underreferral of minority students to programs for gifted students or failing to hire
minority teachers in classrooms where children are predominantly or minority background” (Diaz-Rico & Weed, 2006, p. 254).
Findings
Social Dialects and Language Learning: Implications for TESOL

First of all, the teacher must realize that she is a teacher of language, and that all
languages spoken by more than one person have dialects.

Cultural and social dimensions of language learning as they affect the

disadvantaged child.

Receptive knowledge of another language or another dialect can be imparted

much more speedily and more efficiently than can productive control of that
language or dialect.

TESOL. (1968). Social Dialects and Language Learning: Implications for TESOL. Retrieved from
https://files.eric.ed.gov/fulltext/ED024036.pdf
Teaching Tips (Implications)

Using the Instructional Conversation (IC) to Discuss Microaggression

IC is a structural discourse format that features both instructional and conversation elements.

1. Leading the discussion

● Before the discussion
● During the discussion
● Ending the discussion
● After the discussion
1. Get your turn (Handout for participants)

https://www.insidehighered.com/advice/2018/07/20/how-deal-microaggressions-class-opinion
Teaching Tips (Implications)
Allow mindful use of L1

Use the Instructional Conversation (IC) to Discuss Microaggression

Use the syllabus to create the classroom culture.

Address microaggressions when they happen

https://www.insidehighered.com/advice/2018/07/20/how-deal-microaggressions-class-opinion
 Table 9.1: The Skills and Responsibilities of the Intercultural Educator

Understand Culture and Cultural Diversity

-Explore key concepts about culture.
-Investigate ourselves as cultural beings.
-Learn about students’ cultures.
-Recognize how cultural adaptation affects learning
Strive for Equity in Schooling
-Detect unfair privilege.
-Combat prejudice in ourselves and others.
-Fight for fairness and equal opportunity.
Promote Achievement
-Respect students’ diversity.
-Work with culturally supported facilitating or limiting attitudes and abilities.
-Sustain high expectations for all students.
-Marshal parental and community support for schooling.

(Diaz-Rico & Weed, 2006, p. 232)

References
Allen, A., Scott, L. M., & Lewis, C. W. (2013). Racial Microaggressions and African American and Hispanic Students in
Urban Schools: A Call for Culturally Affirming Education. Interdisciplinary Journal of Teaching and Learning, 3(2), 117–129

Auerbach, E. (2016). Reflections on Auerbach (1993), “Reexamining English only in the ESL classroom.” TESOL Quarterly.
50, (4). 936-939.

Bucceri, J.M., Capodilupo, C.M., Esquilin, M., Holder, A.M.B, Nadal, K.L., Sue, D. W. &, Torino, G.C.(2007). Racial
Microaggressions in Everyday Life. American Psychologist, 62(4), 271-286.

Diaz-Rico, T.L. & Weed, Z. K. (2006). The crosscultural language and academic development handbook: A complete k-12
reference guide (3rd ed.). Pearson Education, Inc.

Jones, D., & Tompkins, G. (2019). Teaching writing: Balancing process and product (7th ed.). Boston: Pearson.
References
Mclaughlin, C. (2016). The impact of mispronouncing students’ names. NEA Today.

Schmidt, H. (2015). Advanced grammar. White Plains, NY: Pearson Education.

Sue, D. (2015). Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on race. Hoboken,
New Jersey: Wiley.

TESOL. (1968). Social Dialects and Language Learning: Implications for TESOL. Retrieved from
https://files.eric.ed.gov/fulltext/ED024036.pdf

Wolfe, P. (2011). Beyond the Literal: Microtransformations in a Secondary ESL Classroom. Multicultural Perspectives, 13(2),
79–89.