Miyake et al., 2010: Affirming values raised physics academic performance among female college students
Reference:
Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330(6008), 1234-1237.
Download PDFSummary:
College students in an introductory physics courses completed a values-affirmation intervention integrated into the course: 15-minute writing exercises in which students reflected on personal values (Cohen et al., 2009) completed in the first recitation in week 1, in an online homework assignment in week 4, and shortly before the first midterm exam in week 5. As compared to a randomized control condition, this raised women’s exam scores in the course and learning as assessed by a standardized test of conceptual knowledge in physics, eliminating gender differences. The benefits were greatest for women who endorsed the stereotype that men do better than women in physics.
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