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Scaling Up a Social-Psychological Intervention to Combat Stereotype Threat and Narrow Achievement Gaps

Mon, April 7, 8:15 to 9:45am, Convention Center, Floor: 100 Level, 118B

Session Type: Symposium

Abstract

Recent social-psychological theories emphasize the power differing attitudes or mindsets have on the way people view themselves, interactions with others, and, ultimately, success in education and beyond. Here, we report findings from the first district-wide randomized trial of a mindset intervention. Seventh grade students in eleven schools were randomly assigned to complete a series of writing exercises designed to engage students in values affirmation, which have been shown in smaller scale studies to have positive impacts on the grade point averages of African-American and Latino students. We explore the overall effectiveness of the self-affirmation exercises in closing achievement gaps, heterogeneity in these effects due to individual and contextual differences across the district, and how, and how consistently, the interventions work. es of African-American and Latino students. We explore the overall effectiveness of the self-affirmation exercises in closing achievement gaps, heterogeneity in these effects due to individual and contextual differences across the district, and how, and how consistently, the interventions work.

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