Recognizing microaggression as an often unseen, yet pervasive issue in schools globally, this book offers critical examination of instances of aggression, hostility, and incivility in school contexts around the world. Drawing on authors’ experiences and empirical analyses, the volume puts forward practical recommendations to remedy such violence and tackle its root causes. Global Perspectives on Microaggressions in Schools brings together contributions from South Africa, Australia, Canada, and the US to explore the various forms that microaggression can take. Authors implement qualitative methodologies, personal reflection, and empirical literature to document microaggressions perpetrated by, and directed against all members of the school community, including students, teachers, school leaders, and administrators. In doing so, they highlight ongoing issues including xenophobia, sexual violence, and prejudice against gifted students, LGBTQ, refugee, and indigenous communities. Looking forward, the volume proposes practical ways to undermine such prejudices and prevent the occurrence of microaggressions through effective training, policy, leadership, and student agency. Given its rigorous approach and attention to widespread issues of school violence, this book will be a timely resource for scholars, researchers, and academics with an interest in the sociology of education, educational leadership, school culture, student well-being, and inclusive education. In addition, school leaders, administrators, and pre- and in-service educators may find benefit from reading this volume.

This book recognizes microaggression as a pervasive issue in colleges and universities around the world and offers critical analyses of the local and institutional contexts in which such incidences of violence and discrimination occur. Authors from Egypt, Barbados, South Africa, Canada, and the United States explore the origins and forms of microaggression which impact students, faculty, and staff in higher education and address issues including xenophobia, sexual violence, linguistic discrimination, and racial prejudice. Drawing on a range of theoretical frameworks and utilizing empirical, qualitative, and ethnographic methods to consider microaggressions perpetrated by both students and staff, each chapter proposes practical ways to prevent violence through education, student agency, policy, and leadership. This book offers a contemporary global dialogue with educators and is vital reading for educators and administrators in higher education.

Educator implicit bias is often experienced by students of varying identities as microaggressions. In this book the authors define implicit bias and microaggressions, identify ways students of varying identities such as race, gender/LGBTQ+, religion, socioeconomic, ability, linguistic and family dynamics, experience microaggressions in schools, and offer an educator’s guide to using culturally responsive teaching as an antidote to microaggressions. We also provide specific ways to interrupt microaggressions in schools.

In K-12 education, minority women leaders must navigate a complex maze of challenges that deeply impact their personal and professional lives. The journey of these leaders is marked by a series of starts and stops, demanding an extraordinary degree of resilience, mentorship, and leadership coaching. Despite the theoretical backing and organizational intent, the stark reality is that educational leadership roles for minority women often lack the necessary preparation and concerted efforts essential to supporting their unique needs. The resulting shortfall hampers their ability to sustain success over time. Minority Women in K-12 Education Leadership sheds light on the intersection of gender and ethnicity within educational leadership and addresses the various aspects of minority women's experiences. The objective of Minority Women in K-12 Education Leadership is clear—to provide readers, educational allies, educators, administrators, and stakeholders with a profound understanding of the intersections of gender, leadership, and ethnicity/color in educational leadership. This book goes beyond identifying challenges; it celebrates the resilience of minority women leaders, explores the support systems they rely on, and offers practical strategies for success. The content delves into the physical, mental, emotional, and social dimensions of their experiences, aiming to bridge theoretical and practical concepts and provide valuable insights for practitioners, scholars, and stakeholders.

Drawing on qualitative research conducted with young people in New York, this volume highlights the unique experiences of children of incarcerated parents (COIP) and counters deficit-based narratives to consider how young people’s voices can inform and improve educational support services. Supporting Children of Incarcerated Parents in Schools combines the author’s original research and personal experiences with an analysis of existing scholarship to provide unique insight into how COIP experience schooling in the United States. With a focus on the benefits of qualitative research for providing a more nuanced portrayal of these children and their experiences, the text foregrounds youth voices and emphasizes the resilience, maturity, and compassion which these young people demonstrate. By calling attention to the challenges that COIP face in and out of school, and also addressing associated issues around race and racism, the book offers large and small-scale changes that educators and other allies can use to better support children of incarcerated parents. This volume will be of interest to scholars and researchers interested in the sociology of education, race and urban education, and the impacts of parental incarceration specifically. It will also be of benefit to educators and school leaders who are supporting young people affected by these issues.