Addressing Racial Microaggressions in Our Schools Workshop

Addressing Racial Microaggressions in Our Schools: Making the Invisible, Visible


Students of color still face prejudice and discrimination, according to a study from Harvard University Voices of Diversity project. Unconscious acts of prejudice and discrimination by teachers and peers manifest itself as “racial microaggressions.” Racial microaggressions in an academic setting are the everyday slights and insults students of color experience in their daily interactions with educators and classmates. It creates an unwelcoming environment and is a deterrent to the scholastic performance of students of color.

Racial microaggressions are commonplace in teacher-student interactions, especially when there is student-teacher race incongruence. However, students of color’s emotional and psychological experiences with racial microaggressions can seriously undermine their academic achievement. Educators unconscious bias plays a significant role in how they process their assumptions, interact with students of color and, ultimately, communicate racial microaggressions.

Nearly all interracial encounters such as teaching, supervising, training, administering, and evaluating are prone to the manifestation of racial microaggressions. Teachers are often unaware of the cumulative harm that students of color experience from being routinely subjected to various racial microaggressions and generally are not prepared to recognize racial microaggressions when they occur.

Unfortunately, these exchanges are so pervasive and automatic in daily conversations and interactions, that they are often dismissed and glossed over as being innocent and innocuous. However, even subtle microaggressions towards students of color can cause emotional and psychological experiences that seriously undermine their academic achievement.

Most school board members, administrators, faculty, and staff engage in racial microaggressions and are unaware of the hidden messages communicated by their words and behavior, as well as, the harm caused to students of color. Without fully understanding the complexity of the issues, most educators simply try their best to accept and acknowledge the different perspectives that come with students of color. The common approach is to simply diversify their syllabi to provide what they believe to be a healthy learning experience. Despite these efforts, racial microaggressions is still a prevalent problem for students of color.

However, the solution depends on a recognition of the existence of racial microaggressions and an understanding of the assumptions that result from these biases. Research shows that once racial microaggressions are recognized, educators can better modify their interactions with students of color to ensure their academic success.

Target Audience

Addressing Racial Microaggressions in Our Schools: Making the Invisible, Visible is designed specifically for school board members, administrators, faculty, and staff. This unique professional development opportunity provides members of the education community with techniques to integrate racial microaggressions training into their organization.

Estimated Time

Addressing Racial Microaggressions in Our Schools: Making the Invisible, Visible is an interactive workshop. The training can be adapted to accommodate time constraints.


The academic institution provides the location, projector, screen, or TV.


Critically Thinking
Analytical Skills


Cost varies per workshop.


Call or email for a free brochure.


Administrators, teachers, and staff who participated in previous workshops provided very strong evaluations. Comments include:

“One of the best DVMSAC workshops!”

“Gwendolyn was engaging, interesting, and informative.”

“Changing the school culture to understand the impact of microaggressions on students is important.”

“Thanks for a great presentation and sharing information that we will be able to apply in our school.”

“This seminar would be great for our district’s professional development.”

“This was one of the most useful workshops from the Consortium.”

“I believe my district has many other people who would have benefitted from this training.”

“It would be helpful for districts to send staff to these training when they clearly discriminate against students.”

“This would be beneficial for classroom teachers to attend. As they work directly with students from various ethnicities on a daily basis, having this knowledge base would only make our teachers more effective in reaching their students.”

“Powerful didn’t want it to end. Necessary. Please come to our district (hint: come back home) and present to our faculty/administration.”

“Thanks for a great presentation and sharing information that we will be able to apply in our school.”

“Very powerful and this information has been a wonderful addition to all my Cultural Proficiency Training.”


Contact Me

Addressing Racial Microaggressions, LLC

Gwendolyn R Y Miller, M.S.Ed.

University of Pennsylvania

215-850-5535 (cell)