Exploring university professors’ lived experiences of caste-based marginalization in relation to microaggression and microaffirmation

Purpose This study aims to examine how experiences of microaggressions shape the academic identity of university professors from marginalized caste backgrounds and to explore the role of microaffirmations in buffering and mitigating their impact within academic settings. Design/methodology/approach The total of n = 11 interviews (six males, five females) were conducted with university professors from Delhi, Lucknow and West Bengal who have experienced caste-based marginalization. The data were analyzed using Braun and Clark’s reflexive thematic analysis to identify key themes, and intercoder reliability was maintained to ensure consistency. Findings Four themes emerged, including: microaggression and caste identity, microaffirmation and caste identity, coping as a self-preservation tool and relational impact of microaggression and microaffirmation on mental health and well-being. Practical implications The findings suggest the importance of implementing policies and training programs at the institutional level to identify and reduce discriminatory and biased behavior in the workplace, establish counseling cells for mental health support and help mitigate the negative effects of microaggressions. Originality/value This research is original and important to the field of mental health as it explores how microaggressions and microaffirmations shape the academic identity of university professors.