2741 Recursive Processes in Self-Affirmation: Closing the Racial Achievement Gap in Math

Monday, February 21, 2011: 10:45 AM
158AB (Washington Convention Center )
Geoffrey L. Cohen , Stanford University, Stanford, CA
Apparently small but early interventions can have long-term positive effects when they interrupt a recursive cycle that would otherwise lead to worsening performance. An intervention was given to lessen minority studentsí psychological threat over being negatively stereotyped in math, consisting of a series of brief structured writing assignments focusing students on a self-affirming value. The intervention improved minority students' grades in math and closed the racial achievement gap.
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