Self-identified Linguistic Microaggressions among Monolingual Pre-service Teachers: Why They Matter for English Language Learners

References

Arber, R (2008). Race, ethnicity and education in globalised times. New York, NY: Springer.Search in Google Scholar

Asthana, A., Helm, T. & McVeigh, T. (2010). Observer Retrieved from Black pupils are routinely marked down by teachers. http://www.theguardian.com/education/2010/apr/04/sats-marking-race-stereotypes.Search in Google Scholar

Auestad, L (2015). Respect, plurality, and prejudice: A psychoanalytical and philosophical enquiry into the dynamics of social exclusion and discrimination. London, UK: Karnac.Search in Google Scholar

Berg, L., Denessen, E., Hornstra, L., Voeten, M. & Holland, R. W (2010). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47(2), 497–527.10.3102/0002831209353594Search in Google Scholar

Bourdieu, P (1982). Language and symbolic power. Cambridge, MA: Harvard University Press.Search in Google Scholar

Bourdieu, P (1990). The logic of practice. Stanford, CA: Stanford University Press.10.1515/9781503621749Search in Google Scholar

Bourdieu, P (1998). Practical reason. Stanford, CA: Stanford University Press.Search in Google Scholar

Bresnahana, M. J., Ohashib, R., Nebashic, R., Liud, W. Y. & Shearman, S. M (2002). Attitudinal and affective response toward accented English. Language and Communication, 22, 171–185.10.1016/S0271-5309(01)00025-8Search in Google Scholar

Britzman, D. P (2007). Teacher education as uneven development: Toward a psychology of uncertainty. International Journal of Leadership in Education, 10(1), 1–12.10.1080/13603120600934079Search in Google Scholar

Casper Star Tribune. (2010). Natrona county school district adjusts for high number of non-native English speakers. September82010 Retrievedfromhttp://trib.com/news/local/article_dd39343a-7d32-5a6f-82c6-bc9f4e3d69a1.html.Search in Google Scholar

Cummins, J (1981). Schooling and language minority students: A theoretical framework. Los Angeles, CA: California State University Evaluation, Dissemination, and Assessment Center.Search in Google Scholar

Cummins, J (2001). Bilingual children’s mother tongue: Why is it important for education. Sprogforum, 19, 15–20.Search in Google Scholar

Dowdy, J. K. (2008). Delpit, L. (Ed.), The skin that we speak: Thoughts on language and culture in the classroom. (pp. 221–226). New York: The New Press.Search in Google Scholar

Delpit, L (2008). Linguistic society of America resolution on Oakland Ebonic issue. In Delpit, L. (Ed.), The skin that we speak. Thoughts on language and culture in the classroom (pp. 221–226). New York: The New Press.Search in Google Scholar

DiAngelo, R (2011). White fragility. International Journal of Critical Pedagogy, 3(3), 54–70.Search in Google Scholar

Ellis, R (2008). The study of second language acquisition. London, UK: Oxford University Press.Search in Google Scholar

Finch, H. & Lewis, J (2003). Focus group. Ritchie, J. & J. Lewis (Eds.), Qualitative research practice: A guide for social studies students and researchers (pp. 170–198). Thousand Oaks, CA: Sage Publications Inc.Search in Google Scholar

Flores, B. B (2001). Bilingual education teachers’ beliefs and their relation to self-reported practices. Bilingual Research Journal: the Journal of the National Association for Bilingual Education, 25(3), 275–299.10.1080/15235882.2001.10162795Search in Google Scholar

Gere, A. R., Buehler, J., Ballavis, C. & Haviland, V. S (2009). A visibility project: Learning to see how preservice teachers take up culturally responsive pedagogy. American Educational Research Journal, 46, 816–852.10.3102/0002831209333182Search in Google Scholar

Greene, S. & Abt-Perkins, D. (2003). Making race visible: Literacy research for cultural understanding. New York, NY: Teachers College Press.Search in Google Scholar

Huber, L. P (2011). Discourses of racist nativism in california public education: English dominance as racist nativist microaggressions. Educational Studies, 47(4), 379–401.10.1080/00131946.2011.589301Search in Google Scholar

Huber, L. P. & Solorzano, D. G (2015). Racial microaggressions as a tool for critical race research. Race Ethnicity and Education, 18(3), 297–320.10.1080/13613324.2014.994173Search in Google Scholar

Huerta, T. M (2011). Humanizing pedagogy: Beliefs and practices on the teaching of Latino children. Bilingual Research Journal: the Journal of the National Association for Bilingual Education, 34(1), 38–57.10.1080/15235882.2011.568826Search in Google Scholar

Hughes, P. C. & Baldwin, J. R (2002). Communication and stereotypical impressions. The Howard Journal of Communication, 13(2), 113–128.10.1080/10646170290089917Search in Google Scholar

Kubota, R. & Lin, A. (2009). Race, culture, and identity in second language education: Exploring critically engaged practice. New York, NY: Routledge.10.4324/9780203876657Search in Google Scholar

Kumashiro, K. K (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25–53.10.3102/00346543070001025Search in Google Scholar

Ladson-Billings, G (2006). Yes, but how do we do it? Practicing culturally relevant pedagogy. Landsman, J. & C. W. Lewis (Eds.), White teachers/diverse classrooms (pp. 29–42). Sterling, VA: Stylus.Search in Google Scholar

Leonardo, Z (2009). Race, whiteness, and education. New York, NY: Routledge.10.4324/9780203880371Search in Google Scholar

Lewis, C., Ketter, J. & Fabos, B (2001). Reading race in a rural context. Qualitative Studies in Education, 14, 317–350.10.1080/09518390110029454Search in Google Scholar

Lightbown & Spada. How languages are learned: Oxford handbooks for language teachers. London, UK: Oxford University Press 2013.Search in Google Scholar

Lippi-Green, R (2012). English with an accent: Language, ideology and discrimination in the United States. New York, NY: Routledge.10.4324/9780203348802Search in Google Scholar

Macedo, D (2000). The colonialism of the english-only movement. Educational Researcher, 29(3), 15–24.10.3102/0013189X029003015Search in Google Scholar

Macedo, D., Dandrinos, B. & Gounari, P (2003). The hegemony of English. Boulder, CO: Paradigm Publishers.Search in Google Scholar

McIntyre, A (2002). Exploring whiteness and multicultural education with prospective teachers. Curriculum Inquiry, 32, 31–49.10.1111/1467-873X.00214Search in Google Scholar

Morrison, T (1992). Playing in the dark: Whiteness and the literary imagination. Cambridge, MA: Harvard University Press.Search in Google Scholar

National Center for Education Statistics. (2015). National assessment of educational progress (NAEP). Retrieved fromhttp://nces.ed.gov/nationsreportcard/.Search in Google Scholar

National Center for Education Statistics. 2016;Retrieved from http://nces.ed.gov/programs/coe/indicator_cgf.asp.Search in Google Scholar

O’Neal, D. D., Ringler, M. & Rodriguez, D (2008). Teachers’ perceptions of their preparation for teaching linguistically and culturally diverse learners in rural eastern North Carolina. The Rural Educator, 30(1), 5–13.10.35608/ruraled.v30i1.456Search in Google Scholar

Peng, S (2010). Impact of stereotypes on intercultural communication: A Chinese perspective. Asia Pacific Education Review, 11, 243–252.10.1007/s12564-010-9069-1Search in Google Scholar

Pettie, S. K (2011). Teachers’ beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5, 123–147.10.1080/19313152.2011.594357Search in Google Scholar

Pierce, C. M (1969). Is bigotry the basis of the medical problems of the Ghetto?. Norman, J. C. (Ed.), Medicine in the Ghetto (pp. 301–312). New York, NY: Meredith.Search in Google Scholar

Razfar, A (2003). Language ideologies in ELL contexts: Implications for Latinos and higher education. Journal of Hispanic Higher Education, 2(3), 241–269.10.1177/1538192703002003003Search in Google Scholar

Reed, K (2010). Multicultural education for rural schools: Creating relevancy in rural America. The Rural Educator, 31(2), 15–20.10.35608/ruraled.v31i2.952Search in Google Scholar

Rubin, D. L (1992). Nonlanguage factors affecting undergraduates’ judgments of nonnative English-speaking teaching assistants. Research in Higher Education, 33(4), 511–531.10.1007/BF00973770Search in Google Scholar

Schwartz, N. & Oyserman, D (2001). Asking questions about behavior: Cognition, communication, and questionnaire construction. American Journal of Evaluation, 22, 127–160.10.1177/109821400102200202Search in Google Scholar

Shi, D. (2015). What comfort tells us about racism. Retrieved fromhttp://professorshih.blogspot.com/2015/04/what-comfort-tells-us-about-racism.html.Search in Google Scholar

Solorzano, D. G (1997). Images and words that wound: Critical race theory, racial stereotyping, and teacher education. Teacher Education Quarterly, 24(3), 5–19.Search in Google Scholar

Solorzano, D., Ceja, M. & Yosso, T (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1/2), 60–73.Search in Google Scholar

Solorzano, D. G. & Yosso, T (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8, 23–44.10.1177/107780040200800103Search in Google Scholar

Strauss, A. & Corbin, J (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.Search in Google Scholar

Sue, D. W (2004). Whiteness and ethnocentric monoculturalism: Making the “invisible” visible. American Psychologist, 69(8), 761–769.10.1037/0003-066X.59.8.761Search in Google Scholar

Sue, D. W., Bucceri, J. M., Lin, A. I., Nadal, K. L. & Torino, G. C (2007). Racial microaggressions and the Asian American experience. Cultural Diversity & Ethnic Minority Psychology, 13, 72–81.10.1037/1099-9809.13.1.72Search in Google Scholar

Sue, D. W., Capodilupo, C. M., Nadal, K. L. & Torino, G (2008). Racial microaggressions and the power to impose reality. American Psychologist, 63, 277–279.10.1037/0003-066X.63.4.277Search in Google Scholar

Sue, D. W., David, S., Rivera, P., Watkins, N. L., Kim, R. H., Kim, S. & Williams, C. D (2011). Racial dialogues: Challenges faculty of color face in the classroom. Cultural Diversity and Ethnic Minority Psychology, 17(3), 331–340.10.1037/a0024190Search in Google Scholar

Taylor, C (1987). Interpretation of the science of man. Rabinos, P. & W. M. Sullivan (Eds.), Interpretive social science: A second look (pp. 33–81). Berkeley, CA: University of California Press (Original work published in 1971).Search in Google Scholar

Vygotsky, L. S (1978). Mind in society. Cambridge, MA: Harvard University Press.Search in Google Scholar

Walker, A (2012). Collaborating with the community: A lesson from a rural school district. TESOL Journal, 3(3), 469–487.10.1002/tesj.25Search in Google Scholar

Yoon, B (2008). Uninvited Guests: The influence of teachers’ roles and pedagogies on the positioning of English language learners in the regular classroom. American Educational Research Journal, 45(2), 495–522.10.3102/0002831208316200Search in Google Scholar

Yosso, T., Smith, W., Ceja, M. & Solorzano, D (2009). Critical race theory, racial micoraggressions and campus racial climate for Latina/o Undergraduates. Harvard Educational Review, 79(4), 659–690.10.17763/haer.79.4.m6867014157m707lSearch in Google Scholar