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

In addition to stressors inherent to higher education, microaggressions are pervasive and result in lasting negative repercussions for minoritized students at predominantly White institutions (PWIs). Expressive writing may be a scalable intervention fit for addressing these negative repercussions due to its established efficacy in improving symptoms related to general stressful life events. As expressive writing was not designed to address microaggressions, we utilized the ADAPT-ITT model to develop Writing Wrongs, a scalable intervention aimed at addressing microaggressions experienced by minoritized students at PWIs. The current study aimed to (a) assess attrition and pilot measures for future studies, (b) elicit impressions about Writing Wrongs' necessity, (c) elicit feedback regarding Writing Wrongs, and (d) identify recommended changes to the intervention. We conducted a theater test with both standardized expressive writing and adapted Writing Wrongs prompts in a sample of 18 predominantly female racial/ethnic minoritized college students enrolled at a PWI. Utilizing a mixed-methods design, we found full retention following the first pre-intervention session; adequate variability for most quantitative measures; and that participants broadly perceived Writing Wrongs to be helpful, appropriate, appealing, and necessary per quantitative and qualitative feedback. Additionally, participants expressed a preference for the Writing Wrongs prompt over the standardized prompt in qualitative and quantitative feedback. Participants provided additional recommendations for future modifications of the prompt and administration of Writing Wrongs. The results of the current study can inform the next phases of the ADAPT-ITT model, with the intent of creating a finalized adaptation of Writing Wrongs.