Examining first-generation college student lived experiences with microaggressions and microaffirmations at a predominately White public research university.

Ellis, James; Powell, Candice; Demetriou, Cynthia; Huerta-Bapat, Carmen; Panter, A. T.

doi:10.1037/cdp0000198

Cited by 74 publications

(58 citation statements)

References 64 publications

(88 reference statements)

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“…Critical race theory suggests that prejudice and racism are imbedded in higher education in ways that are extremely difficult to alter (Kozol, 1991; Ladson-Billings, 1998). From this literature emerged the concept of microaggressions, which Ellis and colleagues (2019) define as “forms of everyday discrimination that describes innocuous and explicit discriminatory communications to racially and socioeconomically marginalized groups” (p. 1). Sue and colleagues (2007) further define microaggressions as occurring through overt and covert microassaults, microinvalidation, and microinsults.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Microaffirmations on Undergraduate Persistence in Science Career Pathways

Estrada

Young

Nagy³

et al. 2019

LSE

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The present studies aimed to advance the measurement and understanding of microaffirmation kindness cues and assessed how they related to historically underrepresented (HU) and historically overrepresented (HO) undergraduate student persistence in science-related career pathways. Study 1 developed and tested the dimensionality of a new Microaffirmations Scale. Study 2 confirmed the two-factor structure of the Microaffirmations Scale and demonstrated that the scale possessed measurement invariance across HU and HO students. Further, the scale was administered as part of a longitudinal design spanning 9 months, with results showing that students’ reported microaffirmations did not directly predict higher intentions to persist in science-related career pathways 9 months later. However, scientific self-efficacy and identity, measures of student integration into the science community, mediated this relationship. Overall, our results demonstrated that microaffirmations can be measured in an academic context and that these experiences have predictive value when they increase students’ integration into their science communities, ultimately resulting in greater intentions to persist 9 months later. Researchers and practitioners can use the Microaffirmations Scale for future investigations to increase understanding of the positive contextual factors that can ultimately help reduce persistence gaps in science, technology, engineering, and mathematics degree attainment.

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Section: Introductionmentioning

confidence: 99%

The Influence of Microaffirmations on Undergraduate Persistence in Science Career Pathways

Estrada

Young

Nagy³

et al. 2019

LSE

View full text Add to dashboard Cite

show abstract

“…Whether intentional or not, such discourses disregard those who are racialised as BAME (ibid), and in the case of the present study it appears that the majority (white) staff, peers and patients are indifferent to the realities of the marginalised students from BAME cultural backgrounds. There were rare examples of blatant racial/ethnic discrimination but more often there were common, minor, every day acts based on stereotyped assumptions of ethnicity or race that convey disrespect, disregard or contempt that the participants and others refer to as 'microaggressions' (41,42). Examples of microaggressions have been identified in medicine (40) and the wider student community (41).…”

Section: Discussionmentioning

confidence: 99%

“…There were rare examples of blatant racial/ethnic discrimination but more often there were common, minor, every day acts based on stereotyped assumptions of ethnicity or race that convey disrespect, disregard or contempt that the participants and others refer to as 'microaggressions' (41,42). Examples of microaggressions have been identified in medicine (40) and the wider student community (41). The examples of hair touching, avoiding eye contact, asking 'where are you 'really' from?'…”

Section: Discussionmentioning

confidence: 99%

Working hard to belong: a qualitative study exploring students from Black, Asian and Minority Ethnic backgrounds experiences of pre-registration physiotherapy education

Hammond

Williams

Walker

et al. 2019

Preprint

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Background Previous research has demonstrated that attainment inequalities exist for students from Black Asian and Minority Ethnic (BAME) groups in pre-registration physiotherapy education. While previous research has explored student from BAME backgrounds experience of university, the context of physiotherapy is unique and is under researched. Therefore the purpose of this study was to explore BAME student experiences during their physiotherapy training. Methods Using a phenomenological approach pre-registration BSc and MSc students from BAME backgrounds from two universities who had completed both academic and clinical modules were invited to participate. Focus groups followed a topic guide developed from the literature and were facilitated by physiotherapy educators from outside the host institution. They were digitally recorded, transcribed verbatim and analysed thematically. Analytical triangulation was adopted throughout the research process as a mechanism to enhance rigour. Results 17 students participated from a range of self-identified BAME backgrounds that were also representative of age, gender and course. Themes derived from the data included: feeling an outsider in reflections of belonging, behaviours by others that marginalise BAME and personal strategies to integrate in physiotherapy despite the lack of power and influence. Collectively these themes demonstrate a range of challenges which students from BAME backgrounds face within both an academic and practice learning environment. Conclusions Studying physiotherapy as a student from BAME background requires persistence to overcome a series of many implicit challenges. Understanding the experiences of students from BAME backgrounds presents unique opportunities to educate the profession and co-create opportunities for a more diverse profession with practitioners and educators as role models. There is a need for greater training for educators to listen to these students’ voices and their stories, understand where inequalities exist, and be willing to challenge entrenched privilege and power in physiotherapy education and practice.

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“…There were examples of blatant racial/ethnic discrimination by patients in the practice context, which illustrate some of the challenges experienced by students and educational professionals, as they develop therapeutic interactions. However more often there were common, minor, every day acts based on stereotyped assumptions of ethnicity or race that convey disrespect, disregard or contempt that the participants and others refer to as 'microaggressions' (41,42).…”

Section: Discussionmentioning

confidence: 99%

“…Examples of microaggressions have been identified in medicine (40) and the wider student community (41). The examples of hair touching, avoiding eye contact, asking 'where are you 'really' from?'…”

Section: Discussionmentioning

confidence: 99%

Working hard to belong: a qualitative study exploring students from Black, Asian and Minority Ethnic backgrounds experiences of pre-registration physiotherapy education

Hammond

Williams

Walker

et al. 2019

Preprint

View full text Add to dashboard Cite

Background Previous research has demonstrated that attainment inequalities exist for students from Black Asian and Minority Ethnic (BAME) groups in pre-registration physiotherapy education. While previous research has explored students from BAME backgrounds experience of university, the context of physiotherapy is unique and is under researched. Therefore the purpose of this study was to explore BAME student experiences during their physiotherapy training.Methods Using a phenomenological approach pre-registration BSc and MSc students from BAME backgrounds from two universities who had completed both academic and clinical modules were invited to participate. Focus groups followed a topic guide developed from the literature and were facilitated by physiotherapy educators from outside the host institution. They were digitally recorded, transcribed verbatim and analysed thematically. Analytical triangulation was adopted throughout the research process as a mechanism to enhance rigour.Results 17 students participated from a range of self-identified BAME backgrounds that were also representative of age, gender and course. Themes derived from the data included: feeling an outsider in reflections of belonging, behaviours by others that marginalise BAME and personal strategies to integrate in physiotherapy despite the lack of power and influence. Collectively these themes demonstrate a range of challenges which students from BAME backgrounds face within both an academic and practice learning environment.Conclusions While this may not be surprising based on other disciplines, this study demonstrates that studying physiotherapy as a student from BAME background requires persistence to overcome a series of many implicit challenges. Understanding the experiences of students from BAME backgrounds presents unique opportunities to educate the profession and co-create opportunities for a more diverse profession with practitioners and educators as role models. There is a need for greater training for educators to listen to these students’ voices and their stories, and understand where institutional structures and practices could be modified to enable BAME student inclusion in physiotherapy education and practice.

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Examining first-generation college student lived experiences with microaggressions and microaffirmations at a predominately White public research university.

Abstract: Study implications include the development and implementation of regular positive and intentional communications by faculty, staff, and peers on college campuses. (PsycINFO Database Record

Cited by 74 publications

References 64 publications

The Influence of Microaffirmations on Undergraduate Persistence in Science Career Pathways

The Influence of Microaffirmations on Undergraduate Persistence in Science Career Pathways

Working hard to belong: a qualitative study exploring students from Black, Asian and Minority Ethnic backgrounds experiences of pre-registration physiotherapy education

Working hard to belong: a qualitative study exploring students from Black, Asian and Minority Ethnic backgrounds experiences of pre-registration physiotherapy education

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