Investigating Preservice Teachers' Competence to Notice Ethnic Microaggressions in the Classroom.

ABSTRACT: Ethnic microaggressions convey insensitivity or demean a person's ethnic identity and have been documented in educational settings targeting minoritized students. Drawing on the racial noticing framework and insights from teacher psychological characteristics, the present study examined preservice teachers' competence to attend and interpret ethnic microaggressions and explored the attitudinal dispositions (i.e., implicit and explicit prejudice, critical reflection, and empathy) that contribute to teachers' awareness of these discriminatory actions. Using a vignette design across two experimental studies in Germany (Study 1, N = 147, M_age = 23.7; 88% females; Study 2, N = 184, M_age = 23.2; 64.7% females), our results indicated that participants demonstrated noticing a

SUBMITTER: Civitillo S 

PROVIDER: S-EPMC12629893 | biostudies-literature | 2025 Nov

REPOSITORIES: biostudies-literature