“You’re Not Supposed to Alienate”: Exploring Microaggressions in the Schooling Experiences of Three Minoritized Preservice Music Teachers

Abstract

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.