<b>"THAT'S A NICE CAR . . . YOU’VE BEEN WORKING FOR THE CARTEL?": DISRUPTING MICROAGGRESSIONS THROUGH LATINX STUDENT TESTIMONIOS</b>

<p dir="ltr">Latinx students experience frequent microaggressions in middle and high schools in the Midwest. However, most teachers lack the knowledge and confidence to recognize, evaluate, and respond to microaggressions. Although recent social justice movements have increased awareness of microaggressions in educational settings, there remains a lack of consistent policies and procedures for addressing such incidents. Microaggressions are commonly defined as unintentional and subtle acts of discrimination against individuals from marginalized groups. This study aimed to understand the experiences of middle and high school Latinx students who have been victims of microaggressions. The research employed a <i>testimonio</i> methodology, gathering <i>testimonios </i>through semi-structured interviews. The interviews were transcribed, coded, and analyzed using Perez Huber and Solórzano’s (2015) racial microaggression model. The findings of this study examine the types, context, effects, and responses to microaggressions, as well as the addition of disruption to the framework. Findings show that microaggressions happen often and are aimed at various aspects of Latinx student identity and include linguistic microaggressions and microaggressions based on phenotype. The implications of this study are relevant for all educators, including both pre-service and in-service teachers, school administrators, and staff members. It provides educators with practical strategies for recognizing, evaluating, and responding to microaggressions within the school environment. Furthermore, the study emphasizes the importance of educators actively listening to and validating the experiences of microaggression victims when they share their <i>testimonios</i>, demanding empathy and belief in their narratives.</p><p><br></p>