Care-Full Feedback with Dr. Dèsa Karye Daniel, SEHD Counseling Program

Empowering Students With Feedback and Mentorship

Dèsa, an assistant professor in the counseling program, discussed the importance of feedback in a mentorship model. He emphasized that feedback should empower students, validate their existence, and affirm their value to the university community. Dèsa introduced the 3 M. Model, created by Dr. Joe White, which focuses on a strength-based, research-supported approach to support underrepresented communities and first-generation students. He also stressed the importance of a counter-storytelling approach to help students shape their experiences as scholar-activists. Desa's aim is to empower students to become future colleagues, and she shared a chapter she wrote for further reference.

Providing care-full feedback is crucial, especially when mentoring students from marginalized backgrounds, as emphasized by Dr. Joseph White and the M3 Mentoring Model. Feedback serves as a powerful tool for validation and empowerment, shaping students' perceptions of themselves and their capabilities. When feedback is delivered with care and sensitivity, it reinforces students' sense of belonging and worth within academic spaces. For students who may have experienced marginalization or discrimination, receiving affirming feedback is particularly impactful. It communicates to them that their experiences and perspectives are valued and respected. By acknowledging the unique strengths and contributions that students from marginalized backgrounds bring to the table, mentors can help instill confidence and self-assurance in their mentees. Additionally, care-full feedback is essential for creating an environment of trust and safety. Students are more likely to engage with feedback and take constructive criticism to heart when it is delivered in a supportive and non-judgmental manner. This fosters a culture of open communication and mutual respect between mentors and mentees, enhancing the effectiveness of the mentoring relationship. Moreover, care-full feedback plays a vital role in empowering students to challenge dominant narratives and advocate for social change. By providing feedback that encourages critical reflection and self-expression, mentors can help students develop the skills and confidence to become scholar-activists in their own right. This aligns with the goals of the M3 Mentoring Model, which aims to empower students to create their own stories of resistance and liberation. In summary, care-full feedback is important because it validates students' experiences, fosters a sense of belonging and safety, and empowers students to advocate for themselves and their communities. By prioritizing sensitivity and empathy in feedback delivery, mentors can create a supportive and empowering environment that enables students to thrive academically and personally.

Payne, A. L., & Daniel, D. K. (2024). Care-full feedback:“cultivating your soul and filling your heart-space”. In How to Incorporate Equity and Justice in Your Teaching (pp. 109-130). Edward Elgar Publishing.

Neither assessment, feedback, nor learning are neutral or benign practices. Continuing to treat them, implicitly or explicitly, as such can lead to the reproduction of inequalities and symbolic violence. Education literature is just beginning to fully explore the fundamental relationships between assessment, feedback, and social justice. In this chapter, we offer a new way of thinking about feedback that uses Black feminist pedagogies to underpin and explain an approach termed care-full feedback. We hope the chapter appeals to non-Black educators, particularly those teaching in environments where many of their students are of color; we aim for this chapter to enable educators to connect themselves to worlds outside of themselves. This chapter is also aimed at teacher educators. When we create space for reflecting differently, we encourage becoming, being and doing differently - toward social justice realizations and care-centered dialogues.