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Orsolya Varkonyi, Molloy University, United StatesAbstract
Microaggressions in counselor education programs create hostile learning environments that undermine student success and retention. This presentation examines how humanistic-oriented andragogy can serve as a transformative approach to reducing microaggressions and fostering inclusivity. Through qualitative inquiry, this study explores faculty strategies for addressing microaggressions in graduate-level counseling programs and assesses the impact of humanistic learning principles on student engagement. Findings indicate that faculty integrating cultural responsiveness, individualized support, and student-centered pedagogy contribute to a more equitable classroom experience. Faculty training in identifying and addressing microaggressions plays a vital role in cultivating inclusive learning spaces. When counselor educators integrate humanistic learning approaches, they create environments where students feel supported, fully engaged, and positioned for success. This presentation provides actionable strategies for developing equitable classrooms, prioritizing respect, inclusion, and meaningful student engagement.
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Conference: IICAH2026Stream: Humanities - Teaching and Learning
This paper is part of the IICAH2026 Conference Proceedings (View)
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To cite this article:
Varkonyi O. (2026) Inclusive Andragogy: Addressing Microaggressions Through Humanistic Learning ISSN: 2432-4604 – The IAFOR International Conference on Arts & Humanities – Hawaii 2026 Official Conference Proceedings (pp. 273-278) https://doi.org/10.22492/issn.2432-4604.2026.24
To link to this article: https://doi.org/10.22492/issn.2432-4604.2026.24
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