The power of micro-affirmations

Helping students develop a sense of belonging is crucial for their success. Even small acts—micro-affirmations—can make a big difference in fostering students’ sense of belonging and affirming their acceptance. Micro-affirmations are actions, remarks or environmental “kindness cues” that affirm acceptance and social inclusion—the sense that you matter. Research and theory on micro-affirmations in educational environments shows that they are particularly important for students from minoritized groups because they are more likely than other students to experience a deficit of such cues in predominantly white institutions like KU. As Mica Estrada, Alegra Eroy-Reveles, and John Matsui point out in their Social Issues Policy Review article, the absence of threat or aggression is not enough; most humans need to experience authentic kindness in their social context to feel that they belong there.  

So, what sorts of “small acts” can instructors use to affirm social inclusion? One category of approaches centers on micro-recognitions, which signal to students that their presence and their experiences are appreciated. Including the work of historically underrepresented scholars and using examples and images that represent diverse social identities can provide micro-recognitions for minoritized students. Other approaches involve micro-validations, or actions, comments or environmental cues that help students feel that their ideas and feelings are accepted, valued, and legitimized.

I recently asked KU faculty (CTE faculty fellows and CTE program participants) to share some concrete examples of how they use micro-affirmations in their classrooms. Here are some of their ideas:

• Amy Leyerzapf, Leadership Studies:  Responding gently and with relational goals above task goals when students contact me about being out due to illness or other challenges. Acknowledging their discomfort and the disruption that can cause. Affirming their good decision making.  Prompting them to check in with classmates for notes, etc. and reminding them of any upcoming due dates you’d planned to discuss in class.
• Sarah Ngoh, English: I try to compliment students on what they are doing well in front of their peers…. I always look my students in the eye when they are speaking in class, and I try to nod and/or smile to indicate that I'm hearing them. I want them to know that I take their thoughts/ideas seriously….After a class submits a major assignment (a paper for instance) I like to take a minute in class to acknowledge their hard work and tell them that I look forward to reading what they've written.
• Benjamin Rosenthal, Visual Art: Validating their frustrations when learning something challenging and new, like software. I think it is important to acknowledge their feelings and commiserate with them about the challenge of learning so much new stuff in such a short time. Through a mixture of tone-of-voice, and an affirmation that I believe they will overcome their frustration and find success, I hope to create an environment where we minimize institutionalized fear around learning—especially when the subjects or tools are historically presented as inaccessible for marginalized groups.  
• Sara Wilson, Mechanical Engineering: I get a number of students that come to office hours saying things like “I am not good at programming” and “sorry that I am not that good at this” while asking questions.....I generally try to reassure them that no one in the class walks in knowing this stuff and it is challenging.
• Dyan Morgan, Undergraduate Biology: I learn and use student names as much as possible… At the start of class, I’ll ask students how they’re doing on a scale of thumbs up to thumbs down to get a read on the class mood. If I notice a student looking particularly down or especially happy, I’ll check in with them during group work…When students have volunteered answers I give them stickers or candy and/or have the class give them a round of applause. When circulating during group work, I thank students by name (if possible) who have volunteered answers. 

Find more information on the influence of micro-affirmations and kindness cues in this paper from the American Society for Cell Biology and this piece in Social Issues Policy Review.