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

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 students’ 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.