A qualitative inquiry of microaffirmation experiences among culturally diverse graduate students

Abstract

This article is the first to provide empirical support for the concept of microaffirmation in psychology and education. The theory of microaffirmation stems from the idea that it is important and useful to focus on positive experiences in the hopes that they might be promoted or replicated. Using Consensual Qualitative Research methodology, we examined the microaffirmation experiences of graduate students who were culturally diverse in terms of race/ethnicity, sexual orientation, socioeconomic status, international status, and other identities. We identified four domains related to microaffirmation: the construct of microaffirmation itself, the experience of the recipient of microaffirmation, the qualities of people who microaffirm, and outcomes of microaffirmative behavior. We discuss ways in which psychologists, educators, and advocates can work effectively with culturally diverse students in higher education settings to support their academic adjustment. We provide suggestions for future research and implications for theory and practice.