Faculty Perceptions of Microaggression in the Classroom

The purpose of this phenomenological study was to gather faculty perceptions of microaggression in a higher education classroom setting. The study sought to answer the research question: What are faculty perceptions of microaggression that may take place in a classroom setting? This study took place with nine faculty participants from one department on a college campus. The study was conducted through one-on-one interviews as well as a small focus group with the interviewed faculty participants. Findings resulted in faculty revealing varying levels of attunement in their ability to recognize and address microaggression. Faculty convey that it is often difficult to address microaggressions due to their subtle nature. These findings highlight the damaging effects of microaggression and the destructive role microaggression can play in a higher education classroom setting.