Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
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DOI：
10.1126/science.1170769
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发表时间：
2009-04-17
期刊：
影响因子：
56.9
通讯作者：
Brzustoski, Patricia
中科院分区：
文献类型：
--
作者：
Cohen, Geoffrey L.;Garcia, Julio;Brzustoski, Patricia
一个为期2年的后续行动的随机现场实验先前报道的科学。一个微妙的干预，以减少少数民族学生的心理威胁，在学校被消极的刻板印象进行了三次实验测试与三个独立的队列（N = 133，149和134）。干预措施是一系列简短但结构化的写作作业，重点是学生自我肯定的价值观，减少了种族成就差距。在两年多的时间里，非裔美国人的平均绩点（GPA）平均提高了0.24分。成绩差的非裔美国人尤其受益。他们的GPA平均提高了0.41分，他们的补救或留级率更低（5%对18%）。此外，接受治疗的学生的自我认知表现出长期的好处。研究结果表明，由于最初的心理状态和表现决定了后来的结果，提供了一个基线和初始轨迹的递归过程中，显然很小，但早期的轨迹改变可以有长期的影响。心理学理论和教育实践的影响进行了讨论。
A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lessen minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts (N = 133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on a self-affirming value, reduced the racial achievement gap. Over 2 years, the grade point average (GPA) of African Americans was, on average, raised by 0.24 grade points. Low-achieving African Americans were particularly benefited. Their GPA improved, on average, 0.41 points, and their rate of remediation or grade repetition was less (5% versus 18%). Additionally, treated students' self-perceptions showed long-term benefits. Findings suggest that because initial psychological states and performance determine later outcomes by providing a baseline and initial trajectory for a recursive process, apparently small but early alterations in trajectory can have long-term effects. Implications for psychological theory and educational practice are discussed.