Microaggressions are subtle, often unintentional acts of discrimination that harm children, particularly those from minoritized backgrounds. Microaggressions may be related to a variety of different aspects of identity including race and ethnicity, disability, languages and dialects, gender, and socio-economic status. Microaggressions have been experienced by Speech Language Pathologists (SLPs) and SLP students. Further, studies have documented the prevalence of microaggressions in schools and the impact on children the SLPs serve. The purpose of this study is to understand how aspects of Wisconsin elementary school SLPs’ backgrounds, experiences, and identities may intersect with their perceptions of microaggressions experienced by the children they serve. Eight elementary school SLPs were interviewed. Participants were chosen to represent multiple areas of Wisconsin and a wide range of identities and practice settings. Semi-structured interviews were used to understand details about the SLP’s background and their perceptions of microaggressions in the environment where they worked. Interviews were analyzed to discover themes. Results revealed complexity among the ways in which elementary-school SLPs' backgrounds intersected with their perceptions of the microaggressions experienced by the students they serve. Findings can help to reduce microaggressions against children from a variety of backgrounds and create environments in which all children can thrive.
