Theoretical, Ethical, and Policy Considerations for Conducting Social-Psychological Interventions to Close Educational Achievement Gaps
Theoretical, Ethical, and Policy Considerations for Conducting Social-Psychological Interventions to Close Educational Achievement Gaps
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DOI：
10.1111/sipr.12066
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发表时间：
2020-01-06
影响因子：
9.4
通讯作者：
Browman, Alexander S.
中科院分区：
文献类型：
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作者：
Binning, Kevin R.;Browman, Alexander S.
教育中的社会心理干预已经显示出显著的前景，作为通过帮助表现不佳的学生实现他们的潜力来改善教育公平和包容性的简单，廉价和强大的方法。这些发现导致了深入的研究和复制尝试，以了解和缩小大规模的成就差距。在本综述中，我们确定了这项工作提出的几个重要问题，这些问题涉及使用这些干预措施来缩小成就差距的理论，伦理和政策影响。使用经典和当代模型的威胁和性能，我们提出了一个威胁区模型来预测社会心理干预教育可能会产生积极的，零的，和负面影响的特定学生。从伦理学的角度出发，我们认为，为了减少“回火效应”，干预措施的重点应该是优化学生心理威胁的显著性，而不是统一地减少心理威胁。作为一个长期的政策目标，干预研究应该遵循两个步骤，首先诊断学生的个人威胁程度，然后根据学生的威胁程度制定干预措施。所提出的框架的实际和理论意义进行了讨论。
Social-psychological interventions in education have shown remarkable promise as brief, inexpensive, and powerful methods for improving educational equity and inclusion by helping underperforming students realize their potential. These findings have led to intensive study and replication attempts to understand and close achievement gaps at scale. In the present review, we identify several significant issues this work has raised that bear on the theoretical, ethical, and policy implications of using these interventions to close achievement gaps. Using both classic and contemporary models of threat and performance, we propose a Zone Model of Threat to predict when social-psychological interventions in education may yield positive, null, and negative effects for specific students. From this analysis, we argue from an ethical standpoint that to reduce backfire effects, interventions should be focused on optimizing the salience of psychological threat across students rather than on uniformly reducing it. As a long-term policy goal, intervention studies should follow a two-step process, in which students' individual levels of threat are first diagnosed and then interventions are tailored to the students based on their threat levels. Practical and theoretical implications of the proposed framework are discussed.