A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale

Autor/inn/en	Borman, Geoffrey D.; Pyne, Jaymes; Rozek, Christopher S.; Schmidt, Alex
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 kostenfreie Datei (2) Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01