How College Students in the United States Make Sense of Examples of Gender and Intersectional Microaggressions in Classroom Settings.
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abstract
Women and racially minoritized college students report frequent experiences of being targets of gender and race-based microaggressions in the classroom context. However, while much research has focused on reports of experiences by targets, less is known about how observers would evaluate and make sense of these microaggressive experiences. Thus the present study used vignettes based on real-life situations to ascertain how 272 college students (76% White, 52% ciswomen) in the United States interpreted gender-based and intersectional microaggressions occurring in the classroom. Thematic analysis revealed that microaggressions were deemed acceptable when participants believed: 1) the situation humorous, 2) the instructor did not cause the situation, or 3) the stereotype/statement to be true. Microaggressions were evaluated negatively when: 1) the topic was deemed sensitive, 2) the classroom was perceived as unsuitable, or the instructor was seen as: 3) making students uncomfortable, 4) being defensive, or 5) teaching misinformation. The findings highlight the complexity involved in observers evaluating and interpreting gender-based and intersectional microaggressions.
