1. Micromessaging: What Signals are You Sending?
Traci Terrill, CTE Specialist – Region 15

2. What is Micromessaging?
We live and work within a diverse community. We also bring our personal experiences and cultural histories to our campus and those experiences and histories influence our everyday interactions with others.
Micro-messages are small behaviors that have a big impact. Subtle, semi-conscious, universally understood messages, both verbal and physical, tell others what we really think about them.
There are two kinds of micro-messages: micro-affirmations (positive messages) and micro-inequities (negative messages).

3. Framework for Cultural Change
Cultural Stereotypes
Bias
Micromessages
Accumulation of (Dis)Advantage
Self-efficacy
Behavior
Starts with
Framework for Cultural Change
Point of Interruption

4. Cultural Stereotypes
Cultural stereotypes exist about people and careers.
Stereotypes are beliefs we hold within our culture that lead to assumptions about characteristics, behaviors and social norms.

6. Implicit Bias Because of stereotypes, we have implicit biases.
Refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.
Implicit Bias
Because of stereotypes, we have implicit biases.
Everyone possesses implicit biases, and these biases may not align with declared beliefs and values. Implicit biases directly affect how individuals interact with one another.

7. Cues
Messages
Consistently using generic “he,” “man,” or “guys” to represent both men and women.
Rolling eyes about ideas before they may be discussed or even fully expressed.
Disciplining males more than females for similar behavior.
Phrasing teaching examples so that professionals, doctors, lawyers, scientists, are “he” and the weak or irrational are “she”.
Females are more suited for certain roles and ill-suited for others, thus reinforcing gender stereotypes.
Students have little of value to contribute and are not part of the educator’s domain.
Males are bad. Females can do whatever they want.
Females are invisible and unimportant.

8. Cues
Messages
Praising females more for the form and appearance of their work, and praising males more for the content of their work.
Giving males hints for how to solve problems for themselves, but solving females’ problems for them.
Giving females more neutral responses such as “okay” and “Uh-huh” and males more complex responses, both positive and negative.
Not making opportunities for females to lead class projects or activities, or more often designating them as the note- takers.
Females are not intellectuals or capable of leadership. Females should be submissive and subservient to men.
Females can’t do it or should not appear too smart.
Females are not as visible as the males and therefor less valuable or important in the class or course.
Females’ value rest in their external attributes of appearance, not their internal attributes and academic ability.

9. Micromessages Micromessages are the manifestation of implicit biases.
We send and receive small subtle unconscious messages when we interact with others. Not only relayed through words but also nonverbal communication.

10. Accumulation of Advantage or Disadvantage
Positive and negative Micromessages accumulate.
Each of us can identify an interaction with an educator or other significant adult in which we felt either highly valued or excluded and devalued.
Although we cannot control all of the messages that students receive, we can intentionally send as many positive micro-affirmations as possible to tip the scale to an accumulated advantage.

12. Self-efficacy is the believe one holds in her or his ability to perform a specific task.
The effect of Micromessages is high or low self-efficacy.
Self-efficacy develops and changes over time, and educators can intentionally provide opportunities to bolster student self-efficacy.

14. Micro-Affirmations in Everyday Life
What cues or micro-inequities could I relate to my experiences?
What could you do or say to help students, parents, and coworkers feel:
Seen
Heard
Valued
Included
Appreciated
Supported

15. Behavior Behavior is the result of the self-efficacy.
How will I increase my awareness of the influence of bias on my interactions with others?

17. References
Adichie, C. (2009, July). Chimamanda Ngozi Adichie: The danger of a single story [Video file]. Retrieved from tm_ source=tedcomshare&utm_medium=referral&utm_campaign=tedspread
Explore Nontraditional Careers. TEA/CTE Spring Meeting. National Alliance for Partnerships in Equity, Austin, Texas, April 21, 2016.
[SCE Cardinals]. (2016, Feb. 16) Micromessages How Teachers Can Utilize Micromessages. [Video File]. Retrieved from .
[McKinsey & Company]. (2015, Sept. 15) Addressing unconscious bias. [Video File]. Retrieved from
[Soul Pancake]. (2013, Nov. 21) Kid President's 20 Things We Should Say More Often. [Video File]. Retrieved from
Williams, B., PhD, & Meagan, P., PhD. (2015). Explore Nontraditional Careers. Gap, PA: National Alliance for Partnerships in Equity.