Literaturnachweis - Detailanzeige
Autor/inn/en | Borman, Geoffrey D.; Pyne, Jaymes; Rozek, Christopher S.; Schmidt, Alex |
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Titel | A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale |
Quelle | In: American Educational Research Journal, 59 (2022) 2, S.284-314 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Borman, Geoffrey D.) ORCID (Pyne, Jaymes) ORCID (Rozek, Christopher S.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/00028312211042251 |
Schlagwörter | Identification (Psychology); Intervention; Racial Differences; African American Students; White Students; Suspension; Stereotypes; Grade 7; Middle School Students; Program Effectiveness; Grade 8; Racial Identification; Educational Change; Self Esteem; Wisconsin (Madison) Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Klischee; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 08; 8. Schuljahr; Schuljahr 08; Bildungsreform; Self-esteem; Selbstaufmerksamkeit |
Abstract | Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as "troublemakers"--a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and mitigate the racial suspension gap. The self-affirmation intervention helps students access positive aspects of their identities less associated with troublemaking in school. Confirmed in both trials, treatment effects cut Black-White suspension and office disciplinary referral gaps during seventh and eighth grade by approximately two thirds, with even greater impacts for Black students with prior infractions. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |