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_aCompton-Lilly, Catherine _956327 |
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| 245 |
_aMicroaggressions and Macroaggressions Across Time: _bThe Longitudinal Construction of Inequality in Schools/ |
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_bSage, _c2020. |
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| 300 | _aVol 55, Issue 8-9, 2020( 1315–1349 p.) | ||
| 520 | _aThis article reveals inequity as a longitudinal construction involving the cumulation of micro/macroaggressions for children who live in high-poverty communities and attend poorly funded schools. Drawing on critical race theory and empirical research that documents forms of micro/macroaggression, a longitudinal analysis is used to identify forms of micro/macroaggression encountered in elementary school, middle school, and high school. A set of mega-aggressions that were particularly severe and had devastating effects on students’ academic outcomes are identified and explored as mega-aggressions. The article concludes by exploring the cumulation of micro/macroaggressions across one student’s school trajectory. | ||
| 773 | 0 |
_010959 _916913 _dSage, 2019. _tUrban education |
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| 856 | _uhttps://doi.org/10.1177/0042085919893751 | ||
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