The purpose of this narrative study was to explore three minoritized preservice music teachers’ experiences with microaggressions in academic settings. The guiding questions were as follows: (a) How do minoritized preservice music teachers describe their experiences with microaggressions? and (b) In what ways are microaggressions perceived to impact their lives? Data sources comprised semi-structured interviews and artifacts, such as school data and social media. Based on the findings, participants experienced various types of microaggressions throughout their education. Microaggressors included peers, faculty, and a graduate teaching assistant. Examples of microaggressions involved comments and behaviors regarding appearances, language proficiency, sexual/attractional orientation, and citizenship status; derogatory language; and the unpermitted touching of hair. Suggestions for music teacher educators include embedding relevant literature, self-reflection, and discussion into courses. Music teacher educators can incorporate class activities in which students identify common problematic words and behaviors that can create a sense of unbelonging in classrooms.
Crystal Lynn Gerrard (Tue,) studied this question.