Unearthing Microaggressions in the Academy

• In Event: Valuing Blackmale-nificence: Black Male Educators on Equitable 21st Century Educational Systems

Abstract

As one of two Black male instructors in the College of Education at a Historically and Predominantly White Institutions (HPWI), I was constantly confronted with racism and microaggressions that hindered my progress, but not my success. These microaggressions are linked to inequities in the academy. Black male instructors continue to experience racism and microaggressions at every level of education. For the purpose of this narrative, I focused on my experience as a Black man teaching at a PWI. Detailing open and honest experiences concerning microaggressions is the first step in creating a pipeline of hope at PWIs for Black male instructors. I examined some of my experiences in a multicultural education course and the role microaggressions played at a prominent HPWI.

In many HPWIs academic settings, people from underrepresented demographics continue to be considered outsiders in their academic workplace and experience various levels of racial microaggressions (Smith et al., 2007).

This autoethnographic presentation re-story’s my teaching experiences as a graduate student, who taught multicultural education to preservice teachers. I describe how my first semester teaching evolved into a conundrum where I truly questioned my competency as an educator, my ability as an instructor, and my frame of reference as a Black man in academia.

This research depicts my own perspective as an instructor in a multicultural education course, taking into account my personal challenges, journeys and multiple realities to form my own experience.


Consequently, these experiences had a long-term impact on my pedagogical approach to teaching this course. My experiences shaped my identity as a Black man in academia as well as influenced my dreams and aspirations in the professoriate. Initially, I experienced increased levels of frustration. I concluded that I had much to learn about how to handle applying my research to a multicultural course. I also concluded that I need additional study on how to engage administrators who do not support multicultural education. As I continue to succeed and encounter microaggressions and blatant racism, I have determined to stay the course and strive for positive interactions with my students who are teachable. I believe that most Black male instructors either have experienced or will experience microaggressions just as I did. It is my hope that we all stay focused and determined to make a difference with our students in the academy. I assert that while I attempted to utilize different instructional approaches, none of those approaches reflected challenging belief systems. Therefore, I challenge learning institutions to develop equitable work environments.

This study provided insights into the experiences of Black male instructors in Historically and Predominantly White Institutions. More specifically, it addressed how Black male instructors are exposed in the classroom when challenging belief systems and challenges learning institutions to develop equitable work environments.

Author

• Kevin L. Jones, Stephen F. Austin State University