Interpretive Phenomenological Study of Minority Students’ Lived Experiences With Negative Micromessaging
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2024
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Abstract
Transformational leaders need data to improve the outcomes of diverse learners in higher education. While quantitative research contributes valid data, qualitative inquiry provides detailed narratives. This interpretive phenomenological inquiry examined students’ micromessaging and self-efficacy. Negative micromessaging occurring in minority student interactions with faculty, staff, and peers at a predominately White institution hinders the development of positive self-efficacy. The purpose of this interpretive phenomenological study was to investigate the lived experiences of marginalized students attending a predominately White institution where negative micromessaging occurs in social interactions. This study contributes to the literature on factors shaping student self-efficacy. Fifteen participants were selected from 1,800 minoritized students attending a Midwestern community college. The study’s in-depth interviews provided valuable data that can inform culturally responsive practices in higher education. The interview protocol was constructed with input from subject matter experts. The participants shared their experiences, including negative and positive micromessages, that influenced their reported self-efficacy. Transformational leadership and critical race theory provided the rationale for utilizing an interpretive phenomenological design to produce a narrative of experiences with negative micromessaging. Students at a predominately White postsecondary institution were asked to describe how they experienced negative micromessaging in interactions. Another research question explored marginalized students’ perceptions of negative micromessaging. Lastly, it examined how marginalized students developed coping strategies to prevent negative micromessaging.
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Self-efficacy, micromessaging, cultural competence