Investigating Preservice Teachers' Competence to Notice Ethnic Microaggressions in the Classroom
Bibliographic Data
| ID | 14601705 |
|---|---|
| Authors | Sauro Civitillo (0000-0001-7607-0935, Utrecht University Utrecht The Netherlands, corresponding author), Sabine Glock (0000-0003-1678-2337, University of Wuppertal Wuppertal Germany), Luca Alexander Naudszus (0009-0002-3858-7866, ETH Zürich Zürich Switzerland), Louisa Venhoff (University of Vienna Vienna Austria), Dwayne Lieck (0000-0001-9814-3488, University of Freiburg Freiburg im Breisgau Germany), Philipp Jugert (0000-0003-4313-0596, University of Duisburg‐Essen Duisburg and Essen Germany) |
| Year | 2025 |
| Volume | 53 |
| Issue | 8 |
| Pages | e70056-e70056 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Community Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0090-4392 • E-ISSN: 1520-6629 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jcop.70056 |
| PMID | 41261015 |
| OpenAlex | W4416380481 |
| Language | EN |
| Citations received | 2 |
| References cited | 90 |
Ethnic microaggressions convey insensitivity or demean a person's ethnic identity and have been documented in educational settings targeting minoritized students. Drawing on the racial noticing framework and insights from teacher psychological characteristics, the present study examined preservice teachers' competence to attend and interpret ethnic microaggressions and explored the attitudinal dispositions (i.e., implicit and explicit prejudice, critical reflection, and empathy) that contribute to teachers' awareness of these discriminatory actions. Using a vignette design across two experimental studies in Germany (Study 1, N = 147, M age = 23.7; 88% females; Study 2, N = 184, M age = 23.2; 64.7% females), our results indicated that participants demonstrated noticing ability in detecting microaggressions targeting Turkish heritage students. We found less consistent evidence for the role of participants' attitudinal dispositions as predictors of racial noticing. In Study 1, implicit prejudice was negatively related to attending microaggressions, while, surprisingly, explicit prejudice was positively associated with interpreting microaggressions. However, these findings did not replicate in Study 2. Additionally, higher levels of critical reflection were positively linked to a greater ability in attending and interpreting ethnic microaggressions. We discuss implications for teacher education on noticing ethnic microaggressions in schools
Competence (human resources) · Cultural competence · Cultural diversity · Ethnic group · Notice · Prejudice (legal term) · Turkish · Vignette · Counseling Practices and Supervision · Racial and Ethnic Identity Research · Social and Intergroup Psychology
Talis 2018 Results (Volume I)
Challenging beliefs about cultural diversity in education
What Schools Need to Know About Fostering School Belonging
Recentering Action in Critical Consciousness
The psychological sense of school membership among adolescents
Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes
The “New Racism” of K–12 Schools
Structural Modeling of Generalized Prejudice
Putting the Altruism Back into Altruism
Statistical power analyses using G*Power 3.1
Racial microaggressions in everyday life
Racial and Language Microaggressions in the School Ecology
Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers
The role of preservice teachers’ implicit attitudes and causal attributions
Detrimental Effects of Color-Blind Racial Attitudes in Preparing a Culturally Responsive Teaching Workforce for Immigrants
Pre-service teachers’ attitudes toward transgender students
Beyond ‘migrant background’
A systematic review and meta-analysis of the associations between perceived teacher-based racial–ethnic discrimination and student well-being and academic outcomes
Teachers’ and preservice teachers’ stereotypes, attitudes, and spontaneous judgments of male ethnic minority students
M(ai)cro
The Bias of Crowds
Daily multidimensional racial discrimination among Black U.S. American adolescents
Critical consciousness in children and adolescents
Blatant and subtle prejudice
Associations between microaggression and adjustment outcomes
Associative and propositional processes in evaluation
How implicit racial bias and concern about appearing racist shape K-12 teachers’ race talk with students
Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment
Teachers’ awareness in identifying microaggressive behaviors within the K-12 classroom
How does ethnic and non-ethnic victimization by peers and by teachers relate to the school belongingness of ethnic minority students in Flanders, Belgium? An explorative study
Oh, this is really great work—especially for a Turk’
Perceptions of racial confrontation
Attitudes toward Indigenous Australians
Critical Consciousness Socialization at School
Teacher’s ethnic teasing
Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools
Culturally responsive teaching in question
Assessing teachers’ multicultural and egalitarian beliefs
Mathematics teachers’ “learning to notice” in the context of a video club
It was the small things’
Do my students think I am racist? Effects on teacher self-efficacy, stress, job satisfaction and supporting students in culturally diverse classrooms
Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools
Do You See What I See? Perceptions of Gender Microaggressions in the Workplace
Diversity ideologies in Flemish education
Does teachers’ ethnic bias stress them out? The role of teachers’ implicit attitudes toward and expectations of ethnic minority students in teachers’ burnout
Microaggressions
I Feel You!”
Differences and Similarities between Perpetrators of Ethnic and Non-Ethnicity-Based Victimization
Coping with Discrimination from Peers and Adults
Zu subtil
Teachers Are People Too
Their pain gives us pleasure
The Implicit Prejudiced Attitudes of Teachers
The Logic of Microaggressions Assumes a Racist Society
School achievement and well-being of immigrant children
No, Where are You Really From
Ethnic Harassment and Immigrant Youth's Engagement in Violent Behaviors
Focusing the Lens to See More Clearly
Testing Hypersensitive Responses
Subtle and blatant prejudice in western Europe
Understanding and using the Implicit Association Test
Is Subtle Prejudice Really Prejudice
We don’t do that in Germany!” A critical race theory examination of Turkish heritage young adults’ school experiences
Measuring individual differences in implicit cognition
Slights, snubs, and slurs
Toward a Theory of Culturally Relevant Pedagogy
The complexity of school racial climate
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy
Preparing Teachers to Notice Race in Classrooms
Was that Racist? An Experimental Study of Microaggression Ambiguity and Emotional Reactions for Racial-Ethnic Minority and White Individuals
Fostering Culturally Responsive Teaching Through the Identity Project Intervention
Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the Identity Project - a Mixed Methods Study
Having a German passport will not make me German
Who is More Likely to "Not See Race"? Individual Differences in Racial Colorblindness
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |