Microagressions and Macroaggressions across Time: The Longitudinal Construction of Inequality in Schools with Dr. Catherine Compton-Lilly

This presentation reveals inequity as a longitudinal construction involving the cumulation of micro/macro-aggressions 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/macro-aggresion 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/macro-aggressions across one student’s school trajectory.

Dr. Catherine Compton-Lily is the John C. Hungerpiller professor in the Department of Instruction and Teacher Education at the University of South Carolina. Dr. Compton-Lily teaches courses in literacy studies and literacy education. She has a passion for helping teachers to support children in learning to read and write. Her interests include early reading and writing, student diversity, and working with families. Throughout her career, Dr. Compton-Lilly is a strong advocate for developing knowledgeable teachers that are committed to continual learning and improved practice.

Dr. Compton-Lilly is the author/editor of several books and has published widely in educational journals. Dr. Compton-Lilly has authored articles in the Reading Research Quarterly, Research in the Teaching of English, The Reading Teacher, Journal of Early Childhood Literacy, Written Communication, and Language Arts. She engages in longitudinal research projects that last over long periods of time. Her interest include examining how time operates as a contextual factor in children’s an ongoing study, Dr. Compton-Lilly is following children from immigrant families from primary school through high school.