While washing her hands in a girls’ bathroom, senior Camryn Helgeland heard two girls casually use a gay slur to describe something as being “stupid,” which angered and offended her.

“I went up to [the girls] and said, ‘That is really not okay, and I just want you to know that,’ … and they just kind of [laughed] it off like it’s not actually anything, but it is,” Helgeland said.

As a self-identified pansexual and queer student, Helgeland has often felt targeted by such accidental microaggressions.

A microaggression, as defined by Jeffrey Snyder, assistant professor in the Department of Educational Studies at Carleton College, is an unintentionally- or intentionally-made comment that people could interpret as a slight or insult regarding different characteristics of their background and identity.

Snyder said an example of a microaggression is asking someone who is Asian, “Why is your English so good?”

Senior Jorge Alvarado, who is originally from Mexico, said sometimes when his friends see a landscaper with a lawn mower, they jokingly say, “Oh, is that your cousin?” Alvarado does not take these statements to heart because the questions are intended to be funny.

According to Elisabeth Lindsay-Ryan, a diversity and inclusion facilitator/consultant, although microaggressions may not have a malicious intent, they can still be harmful.

“They’re questions [or comments] that remind people, I see you as ‘other,’ I see you as different, and I see you as not belonging here,” Lindsay-Ryan said.

In an effort to pay more attention to issues related to diversity and microaggressions, Snyder said university and college campuses throughout the country are hiring more administrators who focus on these issues.

“I think that the diversity and increasing diversity of the student body at colleges and universities is driving these kinds of conversations [about microaggressions and inclusivity],” said Snyder. “We’ve got people with a million different backgrounds. How do we negotiate those differences? How do we understand each other across those differences?”

Although Glenbrook North works to promote inclusivity among students through events such as All School Workshops and through its various clubs, students still experience microaggressions.

Junior Anna Starobinets said she has faced microaggressions based on gender biases. People have told her she cannot be interested in sports, claiming that sports are a “guy thing.”

Associate Dean Jeanette Jordan said she thinks GBN is a very inclusive community. The school held Diversity Week years ago that focused on topics like acceptance, biases and inclusivity, yet no longer does.

“We went away from it, not because the school felt, ‘Oh, we’re done with that,’ but what the school felt is that appreciation of diversity defined us and was a part of who we were year-round, not for a specific week,” Jordan said.

She said although topics like microaggressions may not officially be part of the curriculum, teachers still integrate such topics into their classes.

English teacher Erica Henrich said it is important for her to help establish a classroom atmosphere in which students can be patient with one another during all conversations, including those involving microaggressions. When these conversations are left unchecked, they “allow non-inclusiveness to flourish.”

“The most challenging part about having a conversation about microaggressions is the level of discomfort that it brings about,” Henrich said.

She said most individuals do not recognize that what they are saying is offensive to others.

“To be told, ‘Hey, that’s harmful,’ or, ‘That’s hurtful,’ or, ‘I feel a little bit like you are mini-bullying me,’ it’s like, ‘Oh my god,’” said Henrich. “And, the response is not always a self-reflective, thoughtful response. A lot of times, it’s the knee-jerk reaction to get angry about it or get defensive.”

According to Lindsay-Ryan, to promote inclusivity and to help eradicate microaggressions, schools should teach students to examine their own biases, to understand when they are using harmful language and to appropriately stand up for themselves and others when faced with microaggressions.

“Being able to have a deeper understanding that when people are sharing their perspectives, they’re adding to your learning, not that they’re attacking you [is important],” said Lindsay-Ryan. “ … It’s not an indictment of your character. It’s an opportunity for growth and change.”

Helgeland said although some teachers are diligent in their attempts to incorporate discussions about microaggressions into the classroom, she sees room for improvement in terms of acceptance among students, noting that microaggressions are prevalent at GBN.

“You have to know the effects your words have,” said Helgeland. “Even though you are just one voice, it does affect the people around you.”