Threat in Context: School Moderation of the Impact of Social Identity Threat on Racial/Ethnic Achievement Gaps
Threat in Context: School Moderation of the Impact of Social Identity Threat on Racial/Ethnic Achievement Gaps
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DOI：
10.1177/0038040714525970
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发表时间：
2014-04-01
影响因子：
3.9
通讯作者：
Borman, Geoffrey D.
中科院分区：
文献类型：
--
作者：
Hanselman, Paul;Bruch, Sarah K.;Borman, Geoffrey D.
边缘化学生人数很少和成绩相对较低的学校可能最有可能引发社会认同威胁（包括定型观念威胁），造成种族差异。我们在威斯康星州的麦迪逊的所有11所中学进行了一项随机试验，通过评估旨在抵消社会身份威胁的自我肯定干预措施的益处来检验这一假设。我们发现，学校环境会调节自我肯定对黑人和西班牙裔学生成绩的好处，标准化成绩也提供了部分支持。在高威胁的学校环境中，自我肯定将总体平均成绩的巨大种族成绩差距缩小了12.5%，而在低威胁的学校环境中则没有影响。这些自我肯定活动有可能帮助缩小一些最大的种族/族裔成绩差距，但仅限于特定的学校环境。
Schools with very few and relatively low-performing marginalized students may be most likely to trigger social identity threats (including stereotype threats) that contribute to racial disparities. We test this hypothesis by assessing variation in the benefits of a self-affirmation intervention designed to counteract social identity threat in a randomized trial in all 11 middle schools in Madison, Wisconsin. We find that school context moderates the benefits of self-affirmation for black and Hispanic students' grades, with partial support among standardized achievement outcomes. Self-affirmation reduced the very large racial achievement gap in overall grade point average by 12.5 percent in high-threat school contexts and had no effect in low-threat contexts. These self-affirmation activities have the potential to help close some of the largest racial/ethnic achievement gaps, though only in specific school contexts.