I am more than.... a microaggression

After getting back all of my freshmen's "Seeing Through Stereotypes" assignments, I decided to share some of their work with you. In my previous post, I discussed the assignment briefly, but here is how this part of the unit was set up.

Day 1: We studied and practiced evidence-based writing, by looking at quotes that pertained to microaggressions. This was a light introduction to microaggressions (definitions,etc).

Day 2: We read the article "Microaggressions in Everyday Life" by Dr. Derald Wing Sue. Students marked the text for examples of microaggressions and put stars next to the categories that pertained to them the most. We discussed the categories of microagrressions and how they exist in everyone's lives. This got them thinking about how these exist in their daily lives.


Day 3: We did a gallery walk of the images presented in the Harvard photo campaign "I, Too, Am Harvard," a collection of images created by African-American Harvard students who have felt the pangs of stereotypes.

Here are some examples:

I had them do a gallery walk with notecards. They had to pick out three to analyze. They identified what was on the board, the stereotype that was being addressed, and reflect on how it made them feel. I noticed it was taking longer than I anticipated, so I asked a couple of students why they were still up and walking. I was so happy to hear, "Miss, these are really cool, I just wanted to look at them all." So I ended up alotting more time so that they could take in as much as they wanted. I then did a mix pair share, and had the partners swap cards. In the end, they put all three cards they had (all from different students) in their interactive notebooks.

Day 4: I challenged students to create their own messages. They had to write their microaggression on a board, modeling the I, Too, Am Harvard campaign, and take a picture. They then filled out a worksheet I created called, "Seeing Through Stereotypes" to discuss the impact it had on them and then finally connect it to the experience John Howard Griffin had in Black Like Me.

Here are some examples:

I was just as impressed with their messages as I was with the assignment that went with it. Since doing this activity, students have been able to make stronger connections with the text, as they realize that oppression still exists in society today, and that it impacts them and those around them. Some of the most profound reflections included statements where students not only realized they were stereotyped, but realized that the things they say, even unintentionally, can impact others.