The line from systemic inequities to microaggressions for K-12 culturally diverse students: A systematic literature review

Abstract

Equity initiatives have been a focal point for educational organizations. Many stakeholders search to remediate achievement gaps between different racial-cultural demographic groups. Therefore, research is needed to understand microaggressions and systemic disparities in educational environments. The purpose of this systematic literature review is to gain knowledge on how inequities connect to microaggressions in K-12 schools. This review demonstrates detailed information on understanding determinants that impede the well-being of marginalized students of color in learning environments. The synthesis of the literature shows that beliefs, human interactions, and the system interacting together create barriers for culturally diverse students. Findings indicate implicit bias, lack of critical consciousness, lack of understanding, society and history, and schools interfere with the learning of culturally diverse children in settings. A recommended outline is included for schools to take strides in tackling the findings. A path is outlined for future education research and practice.