Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention
Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention
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DOI：
10.1080/19345747.2014.906009
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发表时间：
2015-04-03
影响因子：
1.8
通讯作者：
Dee, Thomas S.
中科院分区：
文献类型：
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作者：
Dee, Thomas S.
少数族裔学生成绩差距持续存在的一个具有挑衅性的解释是，少数族裔学生被认为在高度评价的环境中经历了抑制成绩的焦虑(即“刻板印象威胁”)。最近的实地实验研究表明，由这一现象引发的适度、低成本的“缓冲”干预措施可能在缩小少数群体成就差距方面非常有效。这项实地实验研究评估了这样一种干预，在这种干预中，学生完成了一项自我导向的“自我肯定”练习，鼓励他们识别和反思自己的核心个人价值观。这项课堂内随机试验是在2008-09学年和2009-10学年对来自费城地区六所中学的2500名7年级和8年级学生进行的。虽然这项研究没有复制早先的研究结果，即肯定导致少数族裔学生的学习成绩大幅提高，但这种治疗确实在统计上显著改善了少数族裔学生在更具支持性的课堂环境中的表现。然而，治疗对比也降低了女学生在这些环境中的表现。
One provocative explanation for the continued persistence of minority achievement gaps involves the performance-dampening anxiety thought to be experienced by minority students in highly evaluative settings (i.e., "stereotype threat"). Recent field-experimental studies suggest that modest, low-cost "buffering" interventions informed by this phenomenon may be highly effective at reducing minority achievement gaps. This field-experimental study evaluates such an intervention in which students complete a self-directed "self affirmation" exercise that encourages them to identify and reflect upon their core personal values. This within-classroom randomized trial was conducted among 2,500 7th and 8th graders from six Philadelphia-area middle schools during the 2008-09 and 2009-10 academic years. Although this study failed to replicate the earlier findings indicating that the affirmation generated large increases in the academic performance of minority students, this treatment did lead to statistically significant improvements in the performance of the minority students in more supportive classroom environments. However, the treatment contrast also reduced the performance of female students in those settings.