The Impacts of a Brief Middle-School Self-Affirmation Intervention Help Propel African American and Latino Students through High School

Autor/inn/en	Borman, Geoffrey D.; Choi, Yeseul; Hall, Garret J.
Titel	The Impacts of a Brief Middle-School Self-Affirmation Intervention Help Propel African American and Latino Students through High School
Quelle	In: Journal of Educational Psychology, 113 (2021) 3, S.605-620 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Borman, Geoffrey D.) ORCID (Hall, Garret J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000570
Schlagwörter	Hispanic American Students; African American Students; Racial Bias; Ethnicity; Well Being; Psychological Patterns; Ethnic Stereotypes; Middle School Students; Identification (Psychology); High School Students; Achievement Gap; White Students; Asian American Students; Program Effectiveness; Self Concept; Graduation Rate; Student Characteristics; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Grade Point Average; Intervention; Wisconsin (Madison) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Racial discrimination; Rassismus; Ethnizität; Well-being; Wellness; Wohlbefinden; National stereotype; Nationales Stereotyp; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Asian immigrant; United States; Asiatischer Einwanderer; USA; Selbstkonzept; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Stereotype threat has been shown to have deleterious impacts on the short- and long-term academic performance and psychological well-being of racial and ethnic minority students. Psychological variables related to this identity threat represent significant sources of achievement and attainment gaps relative to nonstereotyped Asian and white students who do not tend to be subject to performance declines related to such threats. In the current study, we investigate long-term effects of a brief self-affirmation intervention implemented at-scale to mitigate stereotype threat for seventh-grade African American and Latino students. Relative to their control-group counterparts, our findings indicate that a self-affirming intervention to buffer racial and ethnic minority students from identity threats reduced the growing achievement gap by 50% per year between seventh and 12th grade (N = 802). As a result, the achievement gap between white/Asian and African American/Latino students decreased by 42% at the end of 12th grade. Finally, the intervention increased on-time graduation rates for treated minority students by 10 percentage points (N = 952). Implications for theory, policy, and future research are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01