“I Don't See Color, I Grade on Content”

Abstract

This chapter explores the development and subconscious expressions of microaggressive behaviors and language that are embodied throughout life. The authors introduce microaggression (Sue, 2010) as a culturally embodied element of experiences that often are expressed overtly by teachers within classrooms. These microaggressive actions most often occur in teacher interactions with marginalized students and without intent to offend, yet offending the recipient all the same. This chapter concludes with an outline of ways in which teacher education programs can build upon the framework of “care” (Pang, Stein, Gomez, Matas & Shimogori, 2011) that often underlies teacher candidates' desire to enter the profession in order to help them recognize and deal with embodied values that result in microaggressive acts in the classroom.