Micro-affirmations in Academic Advising: Small Acts, Big Impact

Powell, Candice; Demetriou, Cynthia; Fisher, Annice

doi:10.26209/mj1561286

Cited by 6 publications

(6 citation statements)

References 13 publications

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“…In other advising contexts, such as in education, affirming and supporting students' identities and experiences were positively correlated with well-being, belonging, and performance (Powell, Demetriou, & Fisher, 2013). Regrettably, deployment of such supportive practices (e.g., microaffirmations) on their own does not appear to be a viable solution to the problem of intersectional oppressions; rather, practices such as microaffirmations are the product of deeper cultural, space, and sport community transformations.…”

Section: Commitments To Action: Context Of the Operationalizing Inter...mentioning

confidence: 96%

The Operationalizing Intersectionality Framework

Kriger

Keyser-Verreault

Joseph

et al. 2022

Journal of Clinical Sport Psychology

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Intersectional approaches are needed in sport research and administration to create significant changes in access, participation, and leadership. The operationalizing intersectionality framework—graphically represented as a wheel with spokes and points of traction—offers a nonexhaustive, evolving structure that can facilitate contextual, deliberate actions to disrupt overlapping systems of oppression. The framework was assembled to guide E-Alliance, the gender equity in sport in Canada research hub, in embodying its commitment to intersectional approaches and designed for broader application to sport. Current gender equity efforts mostly continue to prioritize the knowledge and needs of White, middle–upper-class, nondisabled, not fat, heteronormative, binary, cisgender women and have yet to achieve parity. Acting meaningfully on commitments to intersectional approaches means focusing on how axes work together and influence each other. The framework can help advance cultural sport psychology and ultimately improve athletic well-being.

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Section: Commitments To Action: Context Of the Operationalizing Inter...mentioning

confidence: 96%

The Operationalizing Intersectionality Framework

Kriger

Keyser-Verreault

Joseph

et al. 2022

Journal of Clinical Sport Psychology

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“…Microaffirmations are brief communications encouraging belonging, care, listening, and support, especially for individuals who feel invisible or unwelcome in an environment (Rowe, 2008). Within the college context, microaffirmations can help students feel welcome, seen, and inclined to succeed (Powell et al, 2013). Microaffirmations can be verbal and nonverbal: Verbal microaffirmations may include greetings, compliments, and behaviors that validate and support others in a specific context where they may feel unsupported or invalidated; nonverbal microaffirmations can comprise environmental cues, such as opening doors, welcoming signage, and comfortable furniture.…”

Section: Microaffirmationsmentioning

confidence: 99%

“…Microaffirmations can be verbal and nonverbal: Verbal microaffirmations may include greetings, compliments, and behaviors that validate and support others in a specific context where they may feel unsupported or invalidated; nonverbal microaffirmations can comprise environmental cues, such as opening doors, welcoming signage, and comfortable furniture. Faculty, staff, and administrators can intentionally structure environments, such as classrooms, residence halls, laboratories, and other physical spaces, to communicate microaffirmations by engaging in practices of active listening, recognizing and validating student experiences, and affirming emotional reactions, such as by acknowledging when a student is frustrated, disappointed, or even satisfied (Powell et al, 2013).…”

Section: Microaffirmationsmentioning

confidence: 99%

“Confidence to Continue”: A Qualitative Investigation of College Students’ Experiences of Microaffirmations

Demetriou,

McNulty,

Powell

et al. 2024

JPSS

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Colleges and universities are under increasing pressure to retain students and increase degree completion amid multiple social and economic threats to undergraduate student enrollment. A sense of belonging, motivation, and confidence are foundational to student success and essential components of strategic approaches to enrollment challenges. Microaffirmations, brief acts communicating care, listening, and support, can be a powerful tool within these efforts for promoting belonging. This study examined how 350 undergraduate students experienced microaffirmations and the meaning of the microaffirmations to their educational lives. Findings indicate that students identify multiple forms of microaffirmations and that these promote positive benefits, including perceived improvement in academic performance, persistence to remain in college, and assistance in navigating challenges. In short, microaffirmations provide students with the confidence to continue by influencing their perspectives on self-efficacy and support.

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“…In reference to activities, they can engage in walking tours (Berger et al, 2011;Fitzpatrick, 2016), role plays/performance, debates (Greene, 2008), group discussions, or online simulations (Fitzpatrick & Kostina-Ritchey, 2019). In their classroom (in person or online), instructors can convey MI support or openness via communication strategies such as respectful questions/discussion starters, active listening, validating statements, and openness to new information (e.g., Molina et al, 2019;Powell et al, 2013).…”

Section: Integrationmentioning

confidence: 99%

“…In alignment with NCFR's (2022a) ethical code, I do not require students to disclose or discuss their identity characteristics (gender, race/ethnicity, religion, etc.). When students choose to volunteer such information, I strive to engage in MI communication processes (Burleigh & Wilson, 2021;Powell et al, 2013).…”

Section: International MImentioning

confidence: 99%

Microinclusive teaching in family science courses

Fitzpatrick

2022

Family Relations

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The purpose of this article is to provide a summary of microaggressive (MA) and microinclusive (MI) issues in college teaching. In MA communications, individuals/ groups are treated as invisible or comparatively less desirable. MA can have a detrimental impact on its targets (to whom comments or behaviors are directed) as well as bystanders who witness the aggression. As part of ethics in family scholarship, it is worthwhile for faculty to consider MA and learn about more prosocial/supportive options, such as MI. This article provides a brief overview of MA, MI teaching, ethical approaches to MA/MI guidance, and MI teaching examples in one family science course. These issues are also relevant to coursework in other HDFS department programs or tracks (e.g., developmental, policy and practice, therapy, community education). K E Y W O R D S cultural diversity, family life education, pedagogical and curriculum issuesThe article provides a summary of microaggressive (MA) and microinclusive (MI) issues in college teaching. In MA communications, individuals/groups are treated as invisible, unequal, or undesirable (Fleras, 2016;Offermann et al., 2014). Compared with moderate-macroaggressions, MA is less dangerous, intense, or severe. However, MA can still have a detrimental impact on its targets (to whom comments or behaviors are directed) as well as bystanders (Burleigh & Wilson, 2021;Fleras, 2016). Individuals, including instructors, can engage in MA (Abdelaziz et al., 2021) with little awareness or ill intent. As part of ethics in family scholarship, faculty should consider MA and learn about counteractive options such as MI. This article provides a brief overview of (a) MA, (b) MI teaching, (c) ethical approaches to MA/MI guidance, and (d) MI teaching examples in one family science course. WHAT IS MICROAGGRESSION?MA has been addressed since the late 1970s. In a thematic analysis of TV commercials, Pierce et al. (1978) described MA as derogatory or disparaging messages. The message elements Please note that this email address is case-specific. It requires a capital "J" and capital "F"; all other letters must be lower-case.

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Micro-affirmations in Academic Advising: Small Acts, Big Impact

Cited by 6 publications

References 13 publications

The Operationalizing Intersectionality Framework

The Operationalizing Intersectionality Framework

“Confidence to Continue”: A Qualitative Investigation of College Students’ Experiences of Microaffirmations

Microinclusive teaching in family science courses

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