Microaggression in values education

Microaggression is verbal or nonverbal hurtful, humiliating speech and behavior made consciously or unconsciously to a member of a different group. Values are beliefs and thoughts that are accepted by the majority of individuals in order to ensure the healthy functioning and continuity of society. Value education has an important place for social comfort and moral development of the individual. For this reason, the discourse and behavior of teachers, who have an important place in values education, will negatively affect the value education process. In this study, it is aimed to examine how social studies teachers discourse and behaviors involving microaggression in values education are noticed and affected by students. The problem sentence of the study is ''to determine the effect of social studies teachers' discourse and behaviors including microaggression on students during values education.'' determined as. The study was designed with a scanning model in order to determine how students are affected by microaggressions with the discourse and behaviors of social studies teachers in values education. The population of the study comprises students studying in secondary schools in Buca and Bornova districts of İzmir province. The population of validity and reliability study make up secondary school students studying in secondary schools determined in Buca district. The sample of the study was determined by using stratified and simple random sampling method according to different schools for validity and reliability study and the principal application. The number of students in the determined schools was chosen proportionally to represent the population. The Microaggression Student Scale in Values Education was developed by us, for no scale related to the subject was found in the literature research conducted as a data collection tool in the research. The scale makes up two parts. The first part of the student scale includes demographic and personal information. In the second part of the scale, there is an 11-item form prepared in a 5-pointer type about the subject. The information obtained in the study were analyzed using the SPSS package program. The validity and reliability study information of the scale were tested with Exploratory Factor Analysis (EFA) to determine the construct validity of the scale. In order to determine the suitability of the scale for EFA, first of all, the Kaiser-Meyer-Olkin test was performed whether the information obtained from the sample was sufficient or not. Bartlett Sphericity test was used to test the normal distribution of the information. The Cronbach Alpha coefficient was calculated to detect the reliability of the scale. Kaiser-Meyer-Olkin (KMO) coefficients showing whether the information are suitable for factor analysis ,909 Bartlett test result χ2: 2559.662, df: 55 and p:.000 values were found to be significant. For there is a correlation between the exploratory (exploratory) factor analysis (EFA) and the factors from principal component analysis and obliqu rotation types, two factors with an eigenvalue greater than 1 were extracted according to the results of the factor analysis using (direct oblimum) considering the number of data available. For total scale The Cronbach Alpha reliability coefficient was determined as. 784. The main application was implemented by adapting the scale to the online format. And validity and reliability analysis were made again. 764 participants studying in secondary schools in Buca and Bornova districts of İzmir participated in the study. For the results of the study, the non-parametric Mann-Whitney U test and Kruskal Wallis tests were used since the data obtained from the scale did not show normal distribution as a result of the normality distribution test. Descriptive statistics of the data were made. Determining how social studies teachers' discourse and behaviors involving microaggression affect students in values education has been a guide for the values education to be given in a more qualified way. As a result of the study, it was seen that social studies teachers did not engage in discourses and behaviors containing microaggression that contradicted the values inline with the data obtained. This reasult is importanat so taht value education is not disrupted and future generations acquire the values corretly and not be exposed to discrimination.