Abstract
ABSTRACT This study addresses students of color (SOC) perceptions of memorable messages (MMs) related to their academic ability. A survey of 165 undergraduate students who identified as people of color vividly recalled both positively and negatively valenced messages. Our analysis identified four distinct positive themes embedded within the MMs: praise, encouragement, advice, and support, and four negative themes: criticism, discouragement, reprimand, and accusation. The study also showed that many SOC used positive MMs as microaffirmations to combat threats to their identity, and perceived negative MMs as racial microaggressions that trigger a lack of confidence and/or doubt in their academic ability. We conclude with a set of practical recommendations for constructing equity-minded communication in instructional settings that promotes SOC success.
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