Enhancing a Brief Writing Intervention to Combat Stereotype Threat among Middle-School Students

Autor/inn/en	Bowen, Natasha K.; Wegmann, Kate M.; Webber, Kristina C.
Titel	Enhancing a Brief Writing Intervention to Combat Stereotype Threat among Middle-School Students
Quelle	In: Journal of Educational Psychology, 105 (2013) 2, S.427-435 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0031177
Schlagwörter	Achievement Gap; Intervention; Stereotypes; Writing Assignments; Writing Instruction; Writing (Composition); Middle School Students; Social Environment; Academic Achievement; Writing Exercises; Social Studies; Grade 6; Grade 7; Grade 8; African American Students; Hispanic American Students; Ethnic Groups; United States + Suchen Sie Ihr Suchwort? Klischee; Schreibunterricht; Schreibübung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Soziales Umfeld; Schulleistung; Gemeinschaftskunde; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; African Americans; Afroamerikaner; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Ethnie; USA
Abstract	Experimental research has demonstrated both the deleterious effects of negative stereotypes about ability on academic performance and the relative ease with which stereotypes can be countered in educational settings. The extent to which stereotypes contribute to the achievement gap between American students from dominant social and economic groups and students from other groups is not precisely known, but the potential of brief, inexpensive interventions targeting stereotype threat to reduce the gap is worthy of further examination. Although researchers studying brief social psychological interventions sometimes mention the importance of the context in which interventions occur, they have not included manipulations of the environment in their interventions. In the current experimental study, a test of the effects of a brief self-affirming writing assignment was conducted in a new sample of middle-school students (n = 132), and an environmental enhancement to the writing exercise was tested (n = 274). Consistent with previous findings, the self-affirming intervention reduced the average decline in Social Studies grades over the school year compared with a neutral condition (effect size, ES, 0.57). The combination of the affirming writing assignment with an environmental enhancement had superior effects to the writing assignment alone (ES 0.53). (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10