Relevant bibliographies by topics / Microaffirmations

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Microaffirmations'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Microaffirmations"

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D'Angelo, Ilaria, Cynthia Demetriou, and Candace Jones. "Microaffirmations as a tool to support the process of inclusive education." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2020): 124–39. http://dx.doi.org/10.3280/ess1-2020oa9429.

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The main question that guides this work concerns the intentional use of microaffirmations in support of the inclusive education process. We will describe how microaffirmations can help to achieve significant goals for inclusive education both inside and outside the classroom (Ainscow 2015; Messiou et al., 2016). Specifically, attention will be focused on how support and recognition communicated through microaffirmations can improve sense of belonging as an essential element of creating safe spaces for learning (Mitchell, 2014). The theoretical overview provided here sets the groundwork for a research study, to be implemented in Italy and the United States, where inclusion and microaffirmation is the binomial investigated.
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Estrada, Mica, Gerald R. Young, Jill Nagy, Emily J. Goldstein, Avi Ben-Zeev, Leticia Márquez-Magaña, and Alegra Eroy-Reveles. "The Influence of Microaffirmations on Undergraduate Persistence in Science Career Pathways." CBE—Life Sciences Education 18, no. 3 (September 2019): ar40. http://dx.doi.org/10.1187/cbe.19-01-0012.

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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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Sterzing, Paul R., and Rachel E. Gartner. "LGBTQ Microaggressions and Microaffirmations in Families: Scale Development and Validation Study." Journal of Homosexuality 67, no. 5 (December 24, 2018): 600–619. http://dx.doi.org/10.1080/00918369.2018.1553350.

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Gearity, Brian T., and Lynett Henderson Metzger. "Intersectionality, Microaggressions, and Microaffirmations: Toward a Cultural Praxis of Sport Coaching." Sociology of Sport Journal 34, no. 2 (June 2017): 160–75. http://dx.doi.org/10.1123/ssj.2016-0113.

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Despite its prevalence as a sensitizing concept for research in psychology, the sociology of sport literature on microaggressions is limited and it has not been used to understand sociocultural aspects of sport coaching. In this poststructural creative analytic practice, we provide three short stories of microaggressions in men’s sport coaching and their plausible negative effects on mental health. An aim of this paper is to begin to map an understanding of the intersection of sport coaching, mental health, and social identities. To achieve this aim, we weave together scholarship on microaggressions and the sociology of sport and sport coaching with our stories and interpretations. Practical implications are offered and a new, strength based discourse is introduced to the field in the form of microaffirmations.
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Pulice-Farrow, Lex, Alex Bravo, and M. Paz Galupo. "“Your Gender is Valid”: Microaffirmations in the Romantic Relationships of Transgender Individuals." Journal of LGBT Issues in Counseling 13, no. 1 (January 2, 2019): 45–66. http://dx.doi.org/10.1080/15538605.2019.1565799.

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Salim, Selime, Margaret Robinson, and Corey E. Flanders. "Bisexual women’s experiences of microaggressions and microaffirmations and their relation to mental health." Psychology of Sexual Orientation and Gender Diversity 6, no. 3 (September 2019): 336–46. http://dx.doi.org/10.1037/sgd0000329.

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Pérez Huber, Lindsay, Tamara Gonzalez, Gabriela Robles, and Daniel G. Solórzano. "Racial microaffirmations as a response to racial microaggressions: Exploring risk and protective factors." New Ideas in Psychology 63 (December 2021): 100880. http://dx.doi.org/10.1016/j.newideapsych.2021.100880.

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DeLucia, Renae, and Nathan Grant Smith. "The Impact of Provider Biphobia and Microaffirmations on Bisexual Individuals’ Treatment-Seeking Intentions." Journal of Bisexuality 21, no. 2 (March 18, 2021): 145–66. http://dx.doi.org/10.1080/15299716.2021.1900020.

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Anzani, Annalisa, Ezra R. Morris, and M. Paz Galupo. "From Absence of Microaggressions to Seeing Authentic Gender: Transgender Clients’ Experiences with Microaffirmations in Therapy." Journal of LGBT Issues in Counseling 13, no. 4 (October 2, 2019): 258–75. http://dx.doi.org/10.1080/15538605.2019.1662359.

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Flanders, Corey E., Marianne LeBreton, and Margaret Robinson. "Bisexual Women’s Experience of Microaggressions and Microaffirmations: A Community-Based, Mixed-Methods Scale Development Project." Archives of Sexual Behavior 48, no. 1 (February 23, 2018): 143–58. http://dx.doi.org/10.1007/s10508-017-1135-x.

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Dissertations / Theses on the topic "Microaffirmations"

1

Page, Erica M. "Coordinated Brain Systems Theory to Explain Performance Effects of Microaggressions and Microaffirmations Among Racial and Ethnic Minorities." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613744783464146.

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Hansen, Christine E. "Exploring the Impact of Positive Peer Views of Girls on School Engagement in Middle School Girls." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7419.

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This study focused on the types of messages female middle school students receive about their gender from their peers. Specifically, it looked at microaggressions, which are sexist messages from peers, and microaffirmations, which are positive and affirming messages from peers. There were four goals of this study. First, to check if the Students Affirming Girls in Middle School scale (SAG-MS), a scale created for this study, could consistently measure microaggressions and microaffirmations. Second, to look at the relationship between when girls experience puberty and microaggressions and microaffirmations. Third, to measure any differences in the number of microaggressions and microaffirmations girls receive from boys versus other girls. And fourth, to determine if microaffirmations can protect girls’ engagement in school from the negative effects of microaggressions. The participants of this study were 121 female middle or junior high school students who were recruited through Qualtrics, a research sampling service, to complete online surveys. Results of the study showed that the SAG-MS has an acceptable level of internal consistency, meaning that participants responded to items on the scale in a similar manner. Results also showed that when girls experience puberty does not have a significant relationship with how many microaggressions they receive or how many microaffirmations they receive. Middle school girls were also found to receive more microaggressions from boys than other girls and more microaffirmations from other girls than boys. Finally, results showed that girls’ engagement in school went down when they experienced more microaggressions, but if girls’ received many microaffirmations this drop did not occur. These findings suggest that microaggressions are occurring in middle school and that they can lead to decreases in girls’ engagement in school. However, microaffirmations given by peers have the potential to protect middle school girls from experiencing this drop in engagement.
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Book chapters on the topic "Microaffirmations"

1

Jones, James M., and Rosalie Rolón-Dow. "Multidimensional Models of Microaggressions and Microaffirmations." In Microaggression Theory, 32–47. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119466642.ch3.

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Vass, Greg. "White microaffirmations in the classroom." In The Relationality of Race in Education Research, 72–84. Routledge, 2017. http://dx.doi.org/10.4324/9781315144146-6.

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Journal articles
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