Dee, 2015: Affirming values improved academic performance among middle school minority students with supportive classrooms, but reduced performance among girls
Reference:
Dee, T. S. (2015). Social identity and achievement gaps: Evidence from an affirmation intervention. Journal of Research on Educational Effectiveness, 8(2), 149-168.
Download PDFSummary:
In a scale-up extending Cohen et al., 2006, 2009, a values-affirmation intervention was delivered to 7th- and 8th-grade students in 6 Philadelphia-area middle schools over two years. Although the intervention did not lead to an overall improvement in academic performance among racial-ethnic minority students, it did improve performance among minority students in more supportive classrooms. However, in these same classrooms the intervention reduced performance among girls.
Psychological Process:
What Desired Meaning is At Stake?
What is the Person Trying to Understand?
To See the Self as AdequateApproach to Desired Meaning
What about it?
Remedy Threats to Self-Integrity that Undermine FunctioningHow?
Psychological Question Addressed
Am I under threat, because could I be seen or treated negatively because of my group identity?Am I under threat, because could I be seen or treated negatively because of my group identity?Psychological Question Addressed
Am I under threat, because could I be seen or treated negatively because of my group identity?Psychological Process 2:
Psychological Process 3:
Social Area:
Education
Intervention Technique:
Active reflection, values-affirmation