Tameka O. Grimes: https://orcid.org/0000-0001-9403-679X
Coinciding with the COVID-19 pandemic and the resulting global health crisis, George Floyd's murder was broadcast on social media and popular news (The Marshall Project, 2021). While COVID-19 reports demonstrated the ways Communities of Color and rural communities were disproportionately disadvantaged in the U.S. healthcare system (Artiga et al., 2020; Centers for Disease Control and Prevention, 2021; Dandachi et al., 2021; Fortuna et al., 2020), marches and rallies for Black Lives Matter became emblematic of social discord and civic demand for social justice to upend a racist law enforcement and judicial system (Rickford, 2016). These recent examples of systemic racism are obvious and painful examples of national level issues; however, for many People of Color, everyday microaggressions and racial injustices in their communities, neighborhoods, and schools compound these national level incidents. Take, for instance, the students and families at Aledo High School in Texas where Students of Color were recently “traded” by White students in an online slave auction (Harvey, 2021). In this example, students’ first-hand experience of racial trauma in their educational experience compounds the racial trauma witnessed vicariously through the media.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Grimes, T. O.,
Roosma, S. K.
The Impact of Racial Trauma: A Crucial Conversation in Rural Education.
The Rural Educator, 43(3), 41-53.