Microaggressions and Cultural Sensitivity

Microaggressions and Cultural Sensitivity

The Peer Collaboration Wiki is where you will share opinions, ideas, and best practices with your colleagues about the module’s topics.

By Day 3 of Week 6

Post to the wiki on the topic of microaggressions and cultural sensitivity in the online classroom.

On the Module 3 tab, share key insights or strategies you have gleaned from your interactions with the simulated students, the department chair, your colleagues, and/or the Learning Resources in this module.


Microaggressions and Cultural Sensitivity

Microaggressions and Cultural Sensitivity in the Online Classroom

Microaggression is a brief and typical verbal behavior or environmental insult remarks that are either intentional or unintentional. They communicate hostility, derogatory, or bad feelings and insults aimed towards any group, especially that is culturally marginalized.

The study looks into the existence of microaggressions in the online classroom in addition to cultural sensitivity. Furthermore, it highlights key strategies adopted by various case studies containing the vice.

Microaggressions in online classrooms occur in the form of micro assaults that entail nonverbal, or environmental blatant attack whose intention is to convey discrimination or biased sentiments (Berk, 2017).

Additionally, micro insults indicate verbal comments expressing rudeness, insensitivity that is demeaning the individual’s race, gender, sexual orientation, religion or ability, e.g., “girly men.”

Lastly, it could depict comments or behaviors dismissing, negating or excluding psychological thoughts or feelings and experience of the target group, e.g., “Wow! Didn’t know women can be supper drivers”.

Moreover, multiracial aggressions exist in the form of exclusion or isolation based on status. That is in addition to objectification, where one receives treatment of an object.

Together with that is mono-racial identity where one is mistaken to belong to a given group by origin, multiracial reality denial where one is not allowed to choose a racial identity (Sweeney, Cooke, 2018). These form key examples.

Managing microaggressions entail the following key strategies. Calmness and deep breath help one contain temperaments. Moreover, giving the benefit of the doubt is also critical, together with not focusing on the person or event.

Additionally, maintaining clarity on the elements of microaggression and then devising proper ways of handling it are vital strategies to employ in containing the vice (Cohn, 2017).  That helps address the problems.



Berk, R. A. (2017). Microaggressions Trilogy: Part 3. Microaggressions in the Classroom. The Journal of Faculty Development, 31(3), 95-110.

Cohn, E. R. (2017, February). Microaggressions in Online Courses. In TCC Worldwide Online Conference.

Sweeney, M. E., & Cooke, N. A. (2018). You’re so sensitive! How LIS professionals define and discuss microaggressions online. The Library Quarterly, 88(4), 375-390.


Also check: NURS 6630: Psychopharmacologic Approaches to Treatment of Psychopathology-Walden University