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Journal articles on the topic 'Microaffirmations'

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Ellis, James M., Candice S. Powell, Cynthia P. Demetriou, Carmen Huerta-Bapat, and A. T. Panter. "Examining first-generation college student lived experiences with microaggressions and microaffirmations at a predominately White public research university." Cultural Diversity and Ethnic Minority Psychology 25, no. 2 (April 2019): 266–79. http://dx.doi.org/10.1037/cdp0000198.

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12

O'Meara, KerryAnn, Kimberly A. Griffin, Alexandra Kuvaeva, Gudrun Nyunt, and Tykeia N Robinson. "Sense of Belonging and Its Contributing Factors in Graduate Education." International Journal of Doctoral Studies 12 (2017): 251–79. http://dx.doi.org/10.28945/3903.

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Aim/Purpose: The purpose of our study was to gain a better understanding of the factors that contribute to graduate student sense of belonging and gain insights into differences in sense of belonging for different groups of students. Background: Sense of belonging, or the feeling that a person is connected to and matters to others in an organization, has been found to influence college student retention and success. Literature on sense of belonging has, however, focused primarily on undergraduate students and little is known about graduate students’ sense of belonging. Methodology: We conducted an exploratory, cross-sectional survey study of graduate students at four public doctoral and comprehensive universities in Maryland, USA. All four institutions were participating in the NSF-funded PROMISE program, which strives to support the retention and academic success of women and underrepresented minority (URM) graduate students. A total of 1,533 graduate students from these four institutions completed the survey. To analyze our data, we used Structural Equation Modeling (SEM) to test direct and indirect effects of multiple latent variables (i.e., gender, race/ethnicity, STEM affiliation, critical mass of women, participation in the PROMISE program, sense of belonging) on each other. Contribution: Research found that sense of belonging influences graduate student retention and success. Thus, gaining a better understanding of the factors that influence graduate student sense of belonging can help improve retention and completion rates, an important issue as national seven-year completion rates have hovered around 44% in the United States. Completion rates have been even lower for women and URM students (i.e., African Americans, Hispanics, American Indians, Alaska Natives, and Native Hawaiians or other Pacific Islanders) compared to White students, making sense of belonging an important topic to study for these populations. Findings: We found that professional relationships matter most to graduate student sense of belonging. Professional relationships influenced graduate student sense of belonging more than reported microaggressions and microaffirmations, though they also played a role. We also found differences based on students’ identity or group membership. Overall, microaffirmations played a bigger role in female graduate student sense of belonging and the eco-system of non-STEM programs seemed to have more facilitators of sense of belonging than the ecosystem of STEM programs. Recommendations for Practitioners: We recommend that graduate programs think strategically about enhancing sense of belonging in ways appropriate to the distinct culture and nature of graduate education. For example, departments can make efforts to support sense of belonging through creating community-oriented peer networks of students, transparent policies, and access to information about resources and opportunities. Programs such as PROMISE can support the retention and success of women and URM graduate students, but aspects of these programs also need to be incorporated into graduate programs and departments. Impact on Society: Because graduate student sense of belonging has been found to impact stu-dents’ interest in careers in academia, fostering graduate student sense of be-longing could be a tool for improving pathways to the professoriate for groups that are typically underrepresented in academia such as women and racial or ethnic minorities. Increasing the number of women and URM faculty could, in turn, positively impact the support available to future URM students, which could positively influence future URM students’ sense of belonging. Future Research: Sense of belonging is an important area for future graduate education research and should be studied through survey research with a larger sample of U.S. students than the current study. Sense of belonging is relevant to graduate education worldwide. Future studies might explore graduate student sense of belonging in different national contexts and the role culture plays in shaping it. Moreover, changes in graduate student sense of belonging over the course of their program should be assessed.
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13

Delston, J. B. "The Ethics and Politics of Microaffirmations." Philosophy of Management, March 4, 2021. http://dx.doi.org/10.1007/s40926-021-00169-x.

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14

Rolón-Dow, Rosalie, and April Davison. "Theorizing racial microaffirmations: a Critical Race/LatCrit approach." Race Ethnicity and Education, July 21, 2020, 1–17. http://dx.doi.org/10.1080/13613324.2020.1798381.

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15

Roberts, Hannah. "Use microaffirmations and call out microaggressions to help others." Nature, June 3, 2021. http://dx.doi.org/10.1038/d41586-021-01498-7.

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16

Koch, Julie M., Douglas Knutson, LaTrice Loche, Rogers W. Loche III, Hang-Shim Lee, and Dillon J. Federici. "A qualitative inquiry of microaffirmation experiences among culturally diverse graduate students." Current Psychology, May 28, 2020. http://dx.doi.org/10.1007/s12144-020-00811-3.

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17

Rolón-Dow, Rosalie. "Stories of Microaggressions and Microaffirmation: A Framework for Understanding Campus Racial Climate." NCID Currents 1, no. 1 (November 18, 2019). http://dx.doi.org/10.3998/currents.17387731.0001.106.

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