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Writing Wrongs: Navigating Microaggressions with Adapted Expressive Writing for Minoritized College Students.

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Summary

A new intervention, Writing Wrongs, effectively addresses microaggressions for minoritized students at predominantly White institutions (PWIs). Participants found the intervention helpful, necessary, and preferred it over standard expressive writing.

Keywords:
AdaptationExpressive writingMicroaggressionMinoritized students

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Area of Science:

  • Psychology
  • Higher Education Studies
  • Intervention Development

Background:

  • Microaggressions negatively impact minoritized students in higher education.
  • Expressive writing shows promise for managing general stress but wasn't designed for microaggressions.

Purpose of the Study:

  • Develop and pilot 'Writing Wrongs,' a scalable intervention using the ADAPT-ITT model to address microaggressions.
  • Assess attrition, pilot measures, and gather feedback on the intervention's necessity, appeal, and required modifications.

Main Methods:

  • A theater test was conducted with 18 racial/ethnic minoritized college students at a PWI.
  • Participants engaged with both standardized expressive writing and the adapted Writing Wrongs prompts.
  • A mixed-methods design was employed to collect quantitative and qualitative data.

Main Results:

  • Full retention was observed after the initial session, with adequate variability in pilot measures.
  • Participants perceived Writing Wrongs as helpful, appropriate, necessary, and appealing.
  • Qualitative and quantitative feedback indicated a preference for the Writing Wrongs prompt over the standardized version.

Conclusions:

  • The pilot study supports the potential of Writing Wrongs as a scalable intervention for microaggressions.
  • Participant feedback provides valuable insights for refining the intervention for future implementation.
  • Results will inform subsequent phases of the ADAPT-ITT model for finalizing the Writing Wrongs intervention.