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Gendered and Racial Microaggressions in STEM: Definitions, Consequences, and Strategies Urban Elementary School Professionals Can Use to Combat Them

Gendered and Racial Microaggressions in STEM: Definitions, Consequences, and Strategies Urban Elementary School Professionals Can Use to Combat Them
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Author(s): Amanda J. Rockinson-Szapkiw (University of Memphis, USA) and Katherine Wade-Jaimes (University of Memphis, USA)
Copyright: 2019
Pages: 21
Source title: K-12 STEM Education in Urban Learning Environments
Source Author(s)/Editor(s): Jillian L. Wendt (University of the District of Columbia, USA) and Danielle L. Apugo (University of the District of Columbia, USA)
DOI: 10.4018/978-1-5225-7814-7.ch006

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Abstract

Women and people of color remain underrepresented in science, technology, engineering, and mathematics (STEM) workforce and academia. In this chapter, the authors focus on the experience of girls and students of color in urban STEM classrooms through the lens of microaggressions theory. Within this chapter, the authors define macroaggression and discuss the various types (e.g., microinsults, microinvalidations, microassaults). Consequences of microaggressions are discussed and strategies are presented to address microaggressions within the PreK-12 urban school setting.

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