Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention

REFERENCES

• Arbuthnot, K. (2009). The effects of stereotype threat on standardized mathematics test performance and cognitive processing. Harvard Educational Review, 79, 448–472.
   Web of Science ®Google Scholar
• Aronson, J., & Dee, T. (2011). Stereotype threat in the real world. In T. Schmader & M. Inzlicht (Eds.), Stereotype threat: Theory, process, and application (pp. 264--279). Oxford, UK: Oxford University Press.
   Google Scholar
• Aronson, J., & McGlone, M. (2007). Stereotype threat. In T. Nelson (Ed.), The handbook of prejudice, stereotyping, and discrimination (pp. 153–178). New York, NY: Guilford.
   Google Scholar
• Bowen, N.K., Wegmann, K.M., & Webber, K.C. (2013). Enhancing a brief writing intervention to combat stereotype threat among middle-school students. Journal of Educational Psychology, 105, 427–435.
   Web of Science ®Google Scholar
• Bitler, M.P., Gelbach, J.B., & Hoynes, H.W. (2006). What mean impacts miss: Distributional effects of welfare reform experiments. American Economic Review, 96, 988–1012.
   Web of Science ®Google Scholar
• Cohen, G., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307–1310.
   PubMed Web of Science ®Google Scholar
• Cohen, G., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzutoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400–403.
   PubMed Web of Science ®Google Scholar
• Cook, J. E., Purdie-Vaughns, V., Garcia, J., & Cohen, G. L. (2012). Chronic threat and contingent belonging: Protective benefits of values affirmation on identity development. Journal of Personality and Social Psychology, 102, 479–496.
   PubMed Web of Science ®Google Scholar
• Cook, M.D., & Evans, W.N. (2000). Families or schools? Explaining the convergence in white and black academic performance. Journal of Labor Economics, 18, 729–754.
   Web of Science ®Google Scholar
• Cook, P., & Ludwig, J. (1997). Weighing the “burden of ‘acting white’”: Are there race differences in attitudes towards education? Journal of Policy Analysis and Management, 16, 256–278.
   Web of Science ®Google Scholar
• Dee, T.S. (2014). Stereotype threat and the student-athlete. Economic Inquiry, 52, 173–182.
   Web of Science ®Google Scholar
• Fordham, S., & Ogbu, J. (1986). Black students’ school success: Coping with the burden of ‘acting white.’” The Urban Review, 18, 176–206.
   Google Scholar
• Fryer, R.G., & Torelli P. (2010). An empirical analysis of “acting white.” Journal of Public Economics, 94, 380–396.
   Web of Science ®Google Scholar
• Good, C., Aronson, J., & Harder, J. (2008). Problems in the pipeline: Women's achievement in high-level math courses. Journal of Applied Developmental Psychology, 29, 17–28.
   Web of Science ®Google Scholar
• Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645–662.
   Web of Science ®Google Scholar
• Guryan, J. (2004). Desegregation and black dropout rates. American Economic Review, 94, 919–943.
   Web of Science ®Google Scholar
• Hanselman, P., Bruch, S. K., Gamoran, A., & Borman, G. D. (2014). Threat in context school moderation of the impact of social identity threat on racial/ethnic achievement gaps. Sociology of Education, 87, 106–124.
   Web of Science ®Google Scholar
• Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106, 375–389.
   PubMed Web of Science ®Google Scholar
• Johnson, R.C. (2011). Long-run impacts of school desegregation and school quality on adult attainments (Working Paper No. 16664). . Retrieved from National Bureau of Economic Research website: http://www.nber.org/papers/w16664
   Google Scholar
• Keller, J., & Dauenheimer, D. (2003). Stereotype threat in the classroom: Dejection mediates the disrupting threat effect on women's math performance. Personality and Social Psychology Bulletin, 29, 371–381.
   PubMed Web of Science ®Google Scholar
• Kellow, T.J., & Jones, B.D. (2008). The effects of stereotypes on the achievement gap: Reexamining the academic performance of African American high school students. Journal of Black Psychology, 34, 94–120.
   Web of Science ®Google Scholar
• Lauer, S., Momsen, J., Offerdahl, E., Kryjevskaia, M., Christensen, W., & Montplaisir, L. (2013). Stereotyped: Investigating gender in introductory science courses. CBE-Life Sciences Education, 12, 30–38.
   PubMed Web of Science ®Google Scholar
• Liang, K.Y., & Zeger, S.L. (1986). Longitudinal data analysis using generalized linear models. Biometrika, 73, 13–22.
   Web of Science ®Google Scholar
• 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, 1234–1237.
   PubMed Web of Science ®Google Scholar
• Neal, D., & Johnson, W.R. (1996). The role of pre-market factors in black–white differences. Journal of Political Economy, 104, 869–895.
   Web of Science ®Google Scholar
• O’Neill, J. (1990). The role of human capital in earnings differences between black and white men. Journal of Economic Perspectives, 4, 25–46.
   Web of Science ®Google Scholar
• Rampey, B.D., Dion, G.S., & Donahue, P.L. (2009). NAEP 2008 Tends in Academic Progress (Report No. NCES 2009–479). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
   Google Scholar
• Reber, S.J. (2010). Desegregation and educational attainment for blacks. Journal of Human Resources, 45, 893–914.
   Web of Science ®Google Scholar
• Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115, 336–356.
   PubMed Web of Science ®Google Scholar
• Schochet, P.Z. (2008). Technical methods report: Guidelines for multiple testing in impact evaluations (Report No. NCEE 2008–4018). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
   Google Scholar
• Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., … Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology, 104, 591–618.
   PubMed Web of Science ®Google Scholar
• Steele, C.M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 69, 797–811.
   PubMed Web of Science ®Google Scholar
• Walton, G.M. & Cohen, G.L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82–96.
   PubMed Web of Science ®Google Scholar
• Woolf, K., McManus, I.C., Gill, D., & Dacre J. (2009). The effect of a brief social intervention on the examination of results of UK medical students: A cluster randomized controlled trial. BMC Medical Education, 9(35), 1–15.
   PubMed Web of Science ®Google Scholar
• Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267–301.
   Web of Science ®Google Scholar