Tag Archives: microaggressions

Intervening when witnessing microaggressions (my backup plan in case I don’t have time for this slide in an upcoming seminar)

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I am planning a seminar on relationships in the classroom, and I have way too many things to say on that in general, AND want it to be driven by what participants feel is relevant. One topic I have traditionally included, and talked (and written) about, is how to react when being target, witness, or perpetrator of microaggressions. This blog post is a summary of what I would say about my favorite slide on this if I had the time, so that if I don’t, I can send participants here.

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Currently reading “How well-intentioned white male physicists maintain ignorance of inequity and justify inaction” by Dancy & Hodari (2022)

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This article has repeatedly been making waves in my circles over the last couple of months: “How well-intentioned white male physicists maintain ignorance of inequity and justify inaction” by Dancy & Hodari (2022). My take-away in a nutshell: Ignorance is bliss. It’s totally worth a read!

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Currently reading: “Disarming Racial Microaggressions: Microintervention Strategies for Targets, White Allies, and Bystanders” (Sue et al., 2019)

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I have another recommended reading for you! I found this really nice framework for disarming microaggressions, both targeted directly towards the perpetrator, but also institutional and societal macroaggressions, in Sue et al. (2019). The article includes a lot of really helpful examples of what this might look like in practice. Below is a summary of the aspects that I want to take from the article to bring into a workshop I’m teaching next month (so I am reading this through a very specific lens for my own context). I definitely recommend to check out the original article to look at great examples of strategies to intervene depending on the objective (if nothing else, browse table 1)!

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Microaggressions: How intent and impact don’t always go together.

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I’ve recently started including the topic of microaggressions in my academic development workshops, and here is one reflection on the topic (including the super helpful sandals&boots-analogy by Presley Pizzo). I initially wrote this for a newsletter to all teachers at my faculty, but then I also wrote a second – much more hands-on-“three-things-to-do” – version, which was ultimately the one that was deemed more fitting for the target audience. But I still like this one, so here I’m giving you both. So without further ado:

“That’s not what I said, and it’s definitely not what I meant, and do you really think someone like me would do such a thing?”

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