Microaffirmations

Microaffirmations are a simple but important way of promoting anti-racism and inclusion while consciously mitigating microaggressions (Boyce-Rosen & MecadonMann, 2022) within educational and classroom contexts. While everyone needs microaffirmations to thrive, they are particularly impactful and significant for (boosting the self-image and self-esteem of) individuals who have been traditionally excluded, underrepresented (Logos Consulting Group, 2023) and silenced or marginalized, including racialized people.

Rowe (2008) who coined the term describes microaffirmations as “apparently small acts, which are often ephemeral and hard-to-see, events that are public and private, often unconscious but very effective, which occur wherever people wish to help others to succeed” (p.46) and contrasts them with microinequities viewed as “apparently small events which are often ephemeral and hard-to-prove, events which are covert, often unintentional, frequently unrecognized by the perpetrator, which occur wherever people are perceived to be ‘different’” (p. 45).

She further characterizes microaffirmations as “tiny acts of opening doors to opportunity, gestures of inclusion and caring, and graceful acts of listening” manifesting “in the practice of generosity, in consistently giving credit to others in providing comfort and support when others are in distress, when there has been a failure…” or demonstrated in “the myriad details of fair, specific, timely, consistent and clear feedback that help a person build on strength and correct weakness” (p. 46).

By creating or fostering alternative positive and inclusive experiences, microaffirmations help counter the negative or deleterious effects of microaggressions on students from marginalized or racialized backgrounds (Boyce-Rosen & Mecadon-Mann, 2022).

There is empirical support for the concept and effectiveness of microaffirmations in the field of education and psychology; and evidence-informed suggestions have been proffered on how educators and advocates can employ them to support culturally diverse students in higher education settings (Koch et al., 2022).

Types of microaffirmations

Within a Critical Race Theory/LaCrit framework, Rolón-Dow & Davison (2021, pp. 251-256) identify (or typologize) four types of microaffirmations which educators and practitioners should consider in their anti-racism pedagogy and practice (as cited below):

1. Microrecognitions are actions, verbal remarks or environmental cues (e.g., artwork, signage and symbols) that lead the recipient to feel that their presence, racial identities, experiences as a member of race-based social identity group(s) … are made known, made visible, appreciated or included. They often illustrate moments when whiteness as an institutional norm is disrupted. By giving visibility and appreciation to racially minoritized social identities and cultural practices, microrecognitions create a more expansive racial milieu for students.
2. Microvalidations are actions, verbal remarks or environmental cues that lead the recipient to feel that their thoughts, feelings, sensations and behaviors associated with their race-based social identity(ies) or those of a group they belong to are accepted, corroborated, legitimized or given value. Microvalidations acknowledge that a person’s identity and lived experiences provide worthy contributions to understanding of phenomena or social reality. In line with this concept, Delgado Bernal (2002) acknowledges that racialized students have been historically devalued, misinterpreted, or omitted within formal educational settings; she suggests that critical epistemological frameworks (which include anti-racist curriculum and pedagogical approaches to learning and knowledge creation) should validate the histories, experiences, cultures, and languages of students of color as holders and creators of knowledge.
3. Microtransformations describe actions, verbal remarks or environmental cues that lead the recipient to feel that they, as a member of a particular social identity group(s), or the group they belong to are further integrated ...; or that their capacity for success or some facet of social or academic life is enabled, enhanced or increased. In these microtransformations, recipients may describe everyday ways that a process, policy, or initiative is beneficial to them as a member of a particular social identity group.
4. Microprotections occur when actions, verbal remarks or environmental cues lead the recipient to feel shielded or protected from harmful or derogatory behaviors, practices and policies tied to their identity. Within a similar context, microaffirmations have also been conceptualized as caring remedies that heal (Sabzalian 2015).

In practice and for the most part, several types of the microaffirmations highlighted above may be applied simultaneously. For example, by intentionally (and respectfully) providing opportunities for members of racialized groups to share their perspectives and lived experiences in relation to a topic, you are both recognizing them (microrecognition) and legitimizing their experiences and knowledge (microvalidation).

The absence of microaffirmations in an educator’s practice creates a void that allows microaggressions and other microinequities to dominate the experiences of students and colleagues. The result is detrimental to their well-being and success.

Conversely, when instructors or staff integrate microaffirmations in their academic and classroom practice, they combat unconscious bias and demonstrates that they value and respect everyone; such practices help to validate the knowledge and experience which others bring (Sharma, 2023). Indeed, microaffirmations contribute to higher levels of confidence, trust, and foster a sense of belonging while providing a strong foundation for academic excellence and career progression among people of equity deserving groups – who are usually the most impacted.

Goal

Faculty will appreciate the nature, value, and types of microaffirmations, and how they contribute to advancing anti-racism and inclusion in racially and culturally diverse higher education workplace and classroom settings.

Tips for applying microaffirmation

What are some practical ways of practicing or applying microaffirmatons (including microrecognitions, microvalidation, microprotections and microtransformations)?

The following are some tips which educators may consider in academic, advising and classroom contexts. They can also be embedded in curriculum, pedagogy and related policies to help enhance or transform marginalized learners’ experiences:

• Compassion and empathy. Demonstrate compassion and empathy in your relations with learners and colleagues through your verbal and non-verbal actions, including tone of voice, words, and reactions. Ensure that you are particularly mindful and empathetic towards the lived experiences and contexts of students from equity deserving groups.
• Intentional affirmation. Affirming the achievements of others and looking for excellence in the work of others will help us avoid unconscious bias.
• Validation through small messages. Use small positive messages (through reassuring eye contact, smiles, appropriate gestures and any other verbal or non-verbal expressions) that explicitly recognize and validate an individual and their identity, even in cases where you are not familiar with them (and this should regularly apply to both Canadians and non-Canadians within your sphere of influence).
• Role modelling. People are sensitive to the morale and happiness of those around them, and especially sensitive to the behaviours of their leaders. If leaders model affirming behaviours other students and members of the instructional team will likely follow suit.
• Recognition. Keep an eye out for and recognize important events and moments (big or small) in people’s lives as much as is possible, regardless of their background or popularity. Be generous with compliments where they are merited.
• Encouraging authentic participation. Take note when students (including those from equity deserving groups) are not participating and find safe and encouraging ways to help them participate during class, group and individual activities. Don’t assume they have nothing important to contribute. While avoiding tokenization, create conditions that normalize and make it easier particularly for people of colour to engage, speak up and contribute as much as possible.
• Appreciate people’s expertise and skills. The skills and expertise of people from racialized and underrepresented backgrounds are often questioned or challenged. Make it a point to acknowledge their expertise and skills and solicit their opinions and ideas.
• Undivided attention. Listen attentively. Give undivided attention to someone speaking and ensure that others in the class/space do so too, including when a racialized person is speaking.
• Expressing curiosity. Be genuinely curious about other people (students, instructors, staff) and invite them to share their opinions whenever there is an opportunity to do so.
• Intercultural learning and pronunciation. Ask a person to teach you how to pronounce their name or an important ethnic term if you are not sure about the pronunciation.

Adapted from Sharma (2023) and Logos Consulting Group Blog (2023) and the literature.

Resources

References

Boyce-Rosen, N., & Mecadon-Mann, M. (2023). Microaffirmations: Small gestures toward equity and advocacy. Evidence-Based School Counseling Conference Proceedings, 27(1a), 1-10.

Delgado Bernal, D. 2002. “Critical Race Theory, Latino Critical Theory, and Critical Raced Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge.” Qualitative Inquiry 8 (1): 105–126.

Koch, J.M., Knutson, D., Loche III, L., Lee, H-S, & Federici, D.J. (2022). A qualitative inquiry of microaffirmation experiences among culturally diverse graduate students. Curr Psychol, 41, 2883–2895.

Logos Consulting Group. (2023). Micro-affirmations: The power of tiny acts of inclusion. Logos Consulting. 

Rolón-Dow, R. & Davison, A. (2021). Theorizing racial microaffirmations: A Critical Race/LatCrit approach. Race Ethnicity and Education and 24(2), 245-261. 

Rowe, M. (2008). I was just thinking…Micro-affirmations and micro-inequities. Journal of the International Ombudsman Association, 1(1), 45-48.

Sabzalian, L. (2015). “Beyond ‘Business as Usual’: Using Counter storytelling to engage the complexity of urban Indigenous education [Doctoral dissertation, University of Oregon]. Scholar’s Bank.

Authors

Written by: Benjamin Denga (Anti-Racism Advisor, Reimagine Higher Education)

Reviewed and edited by: Rebecca Bock-Freeman (Manager, Academic Strategy)