I’m sharing a brief research update for those interested in my academic work and ongoing research on South Asian American students’ experiences in U.S. schools. A paper I wrote based on my research has been published in Berkeley Review of Education (Volume 9, Issue 2).
This peer-reviewed journal article examines South Asian American students’ retrospective reflections on microaggressions (and, in some cases, macroaggressions) in their interactions with K–12 teachers.
More about the study: Everyday classroom interactions and teacher assumptions can shape participants’ educational experiences and sense of belonging. While the term microaggressions often suggests subtlety, many participants described patterns of behavior that had lasting impacts on their schooling experiences. The paper specifically looks at how teacher assumptions, classroom interactions, and everyday school experiences shape student experiences.
This research contributes to broader conversations about educational equity, cultural proficiency, and the experiences of underrepresented student populations in U.S. schools.
