Okul Ortamında Mikroagresyon
Abstract
ÖZET OKUL ORTAMINDA MİKROAGRESYON Bu araştırmanın amacı, okul ortamındaki mikroagresyonu okul yöneticileri ve öğretmen görüşlerine göre incelemektir. Araştırmanın genel amacı kapsamında mikroagresyonun üç alt boyutunda mikrosaldırı, mikroaşağılama ve mikrodeğersizleştirme boyutlarında ve mikroagresyonun üç yönü olan maruz kalma, maruz bırakma ve şahit olma yönleriyle ele alarak okul ortamında mikroagresyonun olup olmadığını, varsa nasıl olduğunu incelenmiştir. Araştırmanın soruları, yönetici ve öğretmen görüşlerine göre okul ortamındaki mikroagresyon davranışları nelerdir? mikroagresyona maruz bırakma ve maruz kalma nedenleri nelerdir? Yönetici ve öğretmenler mikroagresyona maruz kaldıklarında ve şahit olduklarında nasıl hissediyor ve nasıl davranıyorlar? Yönetici ve öğretmen görüşlerine göre okul ortamındaki mikroagresyonlarının sonuçları nelerdir ve mikroagreyonla baş etme yöntemleri nelerdir?' dir. Bu araştırmada, nitel araştırma yöntemlerinden fenomonolojik yaklaşım benimsenmiştir. Nitel görüşmeler iki farklı okulda 36 katılımcı ile gerçekleştirilmiştir. Verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırmada nitel çalışmaya uygun olarak keşfedici bir yaklaşımla araştırma sorularına karşılık gelen temalar elde edilmiştir. Araştırma bulgularında, mikroagresyon olabilecek durum ve ifadeler bulgulanmış olup, rastlanılan mikroagresyon türlerine göre, en çok rastlanılan mikroagresyon türü mikroaşağılama, ikinci olarak mikodeğersizleştirme, en az rastlanan da bilinçli olarak yapılan mikrosaldırıdır. Okul Ortamında microagresyon ile karşılaşırken, yöneticiler ve öğretmenler en çok kullanılan ifadelerin, otorite sağlama, saygısız davranış, dil bariyeri, başarı karşılaştırması yapmak, varsayımda bulunmak, kültürel farklıklar, tahammül sınırlarının zorlanması, eğitim sistemi ile ilgili olduğunu belirtmişlerdir. Öğretmen ve yöneticiler mikroagresyon davranışına maruz kaldıklarında, çoğu zaman neden maruz kaldığı konusunda bir fikirleri olmadıklarını belirtmişlerdir. Okul ortamında mikroagresyon ile karşılaşma nedenleri için de okulun fiziki koşulları, medeni durum, dini inanç, saygısızlık, siyasi görüş, karakter özellikleri, gruplaşma, branş, yaş, kadın olma, statü, kıdemde yeni olma, aday öğretmen olma ve ücretli öğretmen olma belirtilmiştir. Mikroagresyona şahit olduklarında nasıl davranacaklarıyla ilgili olarak katılımcılar, 'öğrenciyle konuşmak, uyarmak, veli ile görüşmek, görmezden gelmek, idareye bildirmek, genelleme yaparak davranışı normalleştirmeye çalışmak' gibi ifadeleri kullanırken; duygular boyutunda katılımcılar, 'üzülürüm, öfkelenirim, çaresiz hissederim, şaşırırım' gibi ifadeleri kullanmışlardır. Mikrogresyona maruz kalırken ne hissedecekleri ve nasıl davranacakları ilgili olarak öğretmenler ve yöneticiler davranış boyutunda 'Sorgularım, sorgulamam, cinsiyete göre tavır alırım, sessiz kalırım, karşılık veririm, normal karşılarım ve hassas davranırım ifadelerini kullanırken, duygular boyutunda değersiz hissederim, üzülürüm, kötü hissederim, yetersiz hissederim, öfkelenirim.' ifadelerini kullanmışlardır. Okul ortamında mikroagresyona maruz kalmanın, yönetici, öğretmen ve öğrenciler için nasıl sonuçları olabileceği ve maruz kalanların neler hissedebileceği ile ilgili olarak, yöneticilerin yönetimde zorlanabileceği, okul ikliminin olumsuz etkileneceği, otoritesinin sarsılacağı, yetersiz hissedeceği, şikâyetlerle uğraşacağı, kendisinin de mikroagresyon yapacağı ve görevden vazgeçeceğinden söz edilirken; öğretmenlerin iletişim problemi yaşayacağı, görevini aksatacağı, mutsuz olacağı, içine kapanacağı, değersiz ve yetersiz hissedeceği, kötü hissedeceği, öfkeli birine dönüşeceği, duyarsızlaşacağı ve tayin isteyeceğinden söz edilmiştir. Yöneticiler ve öğretmenler okul ortamında mikroagresyona maruz kalan öğrenciler için sonuçların ise okuldan soğuyacağını, içine kapanacağını, akademik başarısının düşeceğini, kendisinin mikroagresyon yapacağını, toplumsal sorunlar yaşayacağını, üzüleceğini ve psikolojik çöküntü yaşayabileceğini belirtmişlerdir. Öğretmenler ve yöneticiler okul ortamında ve toplumda mikroagresyonların önlenmesi için eğitimlerin verilmesi ve maruz kalanların baş etme becerilerinin geliştirmesi için konuyla ilgili farkındalık oluşturulması gerektiğini belirtmektedirler. Mikroagresyonla nasıl baş edilebileceği konusunda öğretmenler ve yöneticiler, farkındalık oluşturmak, kapsayıcı davranış geliştirmek, eğitimler düzenlemek, iş birliği yapmak, kendini ve öğrenciyi iyi tanımak, maruz kalanı öne çıkarmak, sevgi bağı kurmak, ortak mekân oluşturmak, ortam değiştirmek ifadelerini kullanmışlardır. Bu araştırmanın bulguları ile okul ortamında mikroagresyonun anlaşılması, bu konuda gerekli öğretim liderliğini yapmak isteyen, okulda pozitif ve duyarlı iletişim şeklini okul kültürüne yerleştirmek isteyen okul yöneticileri ve eğitimcileri için önemlidir. Mikroagresyon hakkındaki farkındalık hem okulun akademik hedeflerini gerçekleştirilmesi hem de gelişmeye açık okul kültürü açısından önemlidir. Mikroagresyondan uzak kapsayıcı iletişim dilinin öğrenilmesi ve kullanımı ister sözel ister sözel olmayan ister çevresel olarak yazılı ve görsel yönüyle okul ortamı için oldukça önemlidir. İletişimin en ince ayrıntısında mikroagresyon konusundaki farkındalığın oluşması ile öğretmenler, yöneticiler ve öğrenciler açısından migroagresyonu fark edememe, sessiz kalma, duyarsızlaşma gibi davranışların önlenebileceği ve önlemler alınabileceği düşünülmektedir. İletişimde nezaket dilinin hâkim olduğu, kapsayıcı, eşitlikçi ve herkes için adil olacak bir iletişim ve eğitim ortamının sağlanması, toplumun diğer bireylerine de yaygınlaştırılmasına olanak vereceği öngörülmektedir. Anahtar Kelimeler: Okul ortamında mikroagresyon, mikrosaldırı, mikroaşağılama, mikrodeğersizleştirme, önyargı, okul ortamında iletişim. Tarih:
ABSTARCT MICROAGGRESSION IN THE SCHOOL ENVIRONMENT The purpose of this research is to examine microaggression in the school environment according to the opinions of school administrators and teachers. Within the scope of the general purpose of the research, it was examined whether there is microaggression in the school environment and if so, how it occurs, by considering the three sub-dimensions of microaggression, microassault, microinsult (microhumiliation) and microinvalidation (microdevaluation), and the three aspects of microaggression, exposure, exposing and witnessing. The questions of the research are, 'According to the opinions of administrators and teachers, what are the microaggression behaviors in the school environment, what are the exposure to microaggressions and the reasons for exposure? How do administrators and teachers feel and behave when they are exposed to and witness microaggression? According to the opinions of administrators and teachers, what are the consequences of microaggressions in the school environment and what are the coping methods?' In this study, a phenomenological approach was adopted in qualitative research methodology. Qualitative interviews were conducted with 36 participants in two different schools. Descriptive analysis method was used to analyze the data. In the research, themes corresponding to the research questions were obtained with an exploratory approach in accordance with the qualitative study. In the research findings, situations and expressions that could be microaggression have been identified, and according to the types of microaggression encountered, the most common type of microaggression is microinsult (microhumiliation), the second was microinvalidation (microdevaluation), and the least common was conscious microassault. When encountering microaggression in the school environment, administrators and teachers stated that the most commonly used expressions were about asserting authority, disrespectful behavior, language barrier, comparing success, making assumptions, cultural differences, pushing the limits of tolerance, and the education system. Teachers and administrators stated that when they were exposed to microaggression behavior, they often had no idea why they were exposed. Among the reasons for encountering microaggression in the school environment, physical conditions of the school, marital status, religious belief, disrespect, political opinion, character traits, grouping, branch, age, being a woman, status, being a new seniority, being a candidate teacher and being a paid teacher were stated. Regarding how they would behave when they witness microaggression, the participants used the expressions such as 'talking to the student, warning, meeting with the parent, ignoring, reporting to the administration, trying to normalize the behavior by generalizing'; in the emotion dimension, participants used expressions such as 'I feel sad, angry, helpless, surprised.' Regarding what they would feel and how they would behave when exposed to microaggression, teachers and administrators used the expressions 'I would question, I would not question, I would take an attitude according to gender, I would keep silent, I would respond, I would react, I would react normally and I would be sensitive' in the behavioral dimension; while they used the expressions 'I would feel worthless, I would feel sad, I would feel bad, I would feel inadequate, I would feel angry' in the emotional dimension. Regarding the consequences of microaggression for administrators, teachers and students exposed to microaggression in the school environment and the feelings of those exposed to microaggression, it is stated that administrators may have difficulty in management, the school climate would be negatively affected, their authority would be shaken, they would feel inadequate, they would deal with complaints, they would also engage in microaggression and give up their duties; while teachers would have communication problems, disrupt their duties, be unhappy, withdrawn, feel worthless and inadequate, feel bad, turn into an angry person, become insensitive and request a transfer. The consequences for students exposed to microaggressions in the school environment are that they would be disengaged from school, that they would become withdrawn, their academic achievement would decrease, they would microaggress, they would experience social problems, they would feel sad and they may experience psychological breakdown. Teachers and administrators state that trainings should be provided to prevent microaggressions in the school environment and in the society and that awareness should be raised about the issue to improve the coping skills of those exposed. In terms of how to deal with microaggressions, teachers and administrators use the following expressions: raising awareness, developing inclusive behaviors, organizing trainings, collaborating, knowing oneself and the student well, putting the exposed person in the foreground, establishing a bond of love, creating a common space, and changing the environment. With the findings of this study, understanding microaggression in the school environment is important for school administrators and educators who want to provide the necessary instructional leadership on this issue and who want to embed positive and responsive communication in the school culture. Awareness about microaggression is important both for the realization of the school's academic goals and for a school culture that is open to improvement. Learning and using an inclusive communication language that is free from microaggression is very important for the school environment, whether verbally, non-verbally or environmentally, in written and visual aspects. It is thought that by raising awareness about microaggression in the smallest details of communication, behaviors such as not noticing microaggression, remaining silent, and depersonalization can be prevented and precautions can be taken for teachers, administrators and students. It is envisaged that providing a communication and education environment where the language of politeness prevails in communication, which is inclusive, egalitarian and fair for everyone, may allow it to be disseminated to other members of the society. Keywords: Microaggression in school environment, microassault, microinsult, microinvalidation, prejudice, communication in school environment. Date:
ABSTARCT MICROAGGRESSION IN THE SCHOOL ENVIRONMENT The purpose of this research is to examine microaggression in the school environment according to the opinions of school administrators and teachers. Within the scope of the general purpose of the research, it was examined whether there is microaggression in the school environment and if so, how it occurs, by considering the three sub-dimensions of microaggression, microassault, microinsult (microhumiliation) and microinvalidation (microdevaluation), and the three aspects of microaggression, exposure, exposing and witnessing. The questions of the research are, 'According to the opinions of administrators and teachers, what are the microaggression behaviors in the school environment, what are the exposure to microaggressions and the reasons for exposure? How do administrators and teachers feel and behave when they are exposed to and witness microaggression? According to the opinions of administrators and teachers, what are the consequences of microaggressions in the school environment and what are the coping methods?' In this study, a phenomenological approach was adopted in qualitative research methodology. Qualitative interviews were conducted with 36 participants in two different schools. Descriptive analysis method was used to analyze the data. In the research, themes corresponding to the research questions were obtained with an exploratory approach in accordance with the qualitative study. In the research findings, situations and expressions that could be microaggression have been identified, and according to the types of microaggression encountered, the most common type of microaggression is microinsult (microhumiliation), the second was microinvalidation (microdevaluation), and the least common was conscious microassault. When encountering microaggression in the school environment, administrators and teachers stated that the most commonly used expressions were about asserting authority, disrespectful behavior, language barrier, comparing success, making assumptions, cultural differences, pushing the limits of tolerance, and the education system. Teachers and administrators stated that when they were exposed to microaggression behavior, they often had no idea why they were exposed. Among the reasons for encountering microaggression in the school environment, physical conditions of the school, marital status, religious belief, disrespect, political opinion, character traits, grouping, branch, age, being a woman, status, being a new seniority, being a candidate teacher and being a paid teacher were stated. Regarding how they would behave when they witness microaggression, the participants used the expressions such as 'talking to the student, warning, meeting with the parent, ignoring, reporting to the administration, trying to normalize the behavior by generalizing'; in the emotion dimension, participants used expressions such as 'I feel sad, angry, helpless, surprised.' Regarding what they would feel and how they would behave when exposed to microaggression, teachers and administrators used the expressions 'I would question, I would not question, I would take an attitude according to gender, I would keep silent, I would respond, I would react, I would react normally and I would be sensitive' in the behavioral dimension; while they used the expressions 'I would feel worthless, I would feel sad, I would feel bad, I would feel inadequate, I would feel angry' in the emotional dimension. Regarding the consequences of microaggression for administrators, teachers and students exposed to microaggression in the school environment and the feelings of those exposed to microaggression, it is stated that administrators may have difficulty in management, the school climate would be negatively affected, their authority would be shaken, they would feel inadequate, they would deal with complaints, they would also engage in microaggression and give up their duties; while teachers would have communication problems, disrupt their duties, be unhappy, withdrawn, feel worthless and inadequate, feel bad, turn into an angry person, become insensitive and request a transfer. The consequences for students exposed to microaggressions in the school environment are that they would be disengaged from school, that they would become withdrawn, their academic achievement would decrease, they would microaggress, they would experience social problems, they would feel sad and they may experience psychological breakdown. Teachers and administrators state that trainings should be provided to prevent microaggressions in the school environment and in the society and that awareness should be raised about the issue to improve the coping skills of those exposed. In terms of how to deal with microaggressions, teachers and administrators use the following expressions: raising awareness, developing inclusive behaviors, organizing trainings, collaborating, knowing oneself and the student well, putting the exposed person in the foreground, establishing a bond of love, creating a common space, and changing the environment. With the findings of this study, understanding microaggression in the school environment is important for school administrators and educators who want to provide the necessary instructional leadership on this issue and who want to embed positive and responsive communication in the school culture. Awareness about microaggression is important both for the realization of the school's academic goals and for a school culture that is open to improvement. Learning and using an inclusive communication language that is free from microaggression is very important for the school environment, whether verbally, non-verbally or environmentally, in written and visual aspects. It is thought that by raising awareness about microaggression in the smallest details of communication, behaviors such as not noticing microaggression, remaining silent, and depersonalization can be prevented and precautions can be taken for teachers, administrators and students. It is envisaged that providing a communication and education environment where the language of politeness prevails in communication, which is inclusive, egalitarian and fair for everyone, may allow it to be disseminated to other members of the society. Keywords: Microaggression in school environment, microassault, microinsult, microinvalidation, prejudice, communication in school environment. Date:
Description
Keywords
Eğitim ve Öğretim, Education and Training
Turkish CoHE Thesis Center URL
WoS Q
Scopus Q
Source
Volume
Issue
Start Page
End Page
219