ERIC Number: EJ1427348
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-8398
EISSN: EISSN-1366-5898
"Can I Get a Pass"-The Use of the "N" Word and Other Forms of Microaggressions and Potential Impact on Black Student's Well-Being
Emmanuel M. Ngui; Joan Blakey; Faith Ogungbe; Teresa Ortiz; Gary L. Williams
International Journal of Qualitative Studies in Education (QSE), v37 n5 p1376-1392 2024
This study examined factors that impact Black middle and high school students' academic and psychosocial well-being. Qualitative analysis of focus group data using grounded methodological approach on 51 middle and high school students in a predominantly White urban school district. Findings show Black students are constantly exposed to racial microaggressions (i.e. microinvalidation, microinsult, microassault) which impact their overall academic performance and psychosocial well-being. Use of request to use the N-word was a common and stressful form of microaggression encountered by Black students. Overall, racial microaggressions (e.g. use/request to use the "N" word) are common, stressful and begin early among Black students attending predominantly White schools. Black students recognize the commonplace nature of racial microaggressions and actively identify coping mechanisms (e.g. safe shared on-campus spaces, identifying concrete steps schools can take to create safe environment). Concerted efforts by schools are needed to prevent/mitigate the harmful effects of microaggression exposure to students.
Descriptors: Racism, African American Students, Student Welfare, Middle School Students, High School Students, Individual Development, Urban Schools, Academic Achievement, Social Experience, Psychological Patterns, Coping, Educational Environment, School Space, School Safety
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A