Microinclusive teaching in family science courses. Issue 5 (21st November 2022)

• Record Type: Journal Article
• Authors: Fitzpatrick, Jacki
• Other Names: Landor Antoinette M. guestEditor.; Hurt Tera R. guestEditor.
• Is Part Of: Family relations. Volume 71:Issue 5(2022)
• Page Start: 2084
• Page End: 2103
• Publication Date: 2022-11-21
• Subjects: cultural diversity -- family life education -- pedagogical and curriculum issues; Families -- Periodicals; Family life education -- Periodicals; Family social work -- Periodicals; 306.85
• DOI: 10.1111/fare.12794
• Languages: English
• ISSNs: 0197-6664

Abstract

Abstract: The purpose of this article is to provide a summary of microaggressive (MA) and microinclusive (MI) issues in college teaching. In MA communications, individuals/groups are treated as invisible or comparatively less desirable. MA can have a detrimental impact on its targets (to whom comments or behaviors are directed) as well as bystanders who witness the aggression. As part of ethics in family scholarship, it is worthwhile for faculty to consider MA and learn about more prosocial/supportive options, such as MI. This article provides a brief overview of MA, MI teaching, ethical approaches to MA/MI guidance, and MI teaching examples in one family science course. These issues are also relevant to coursework in other HDFS department programs or tracks (e.g., developmental, policy and practice, therapy, community education).