Division C - Learning and Instruction / Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts

Matthew Kim, University of Kentucky

Creating Identity-Safe Classrooms: A Cultural Educational Psychology Approach to Teacher Interventions - Kate Morman, University of Michigan; Laura Brady, American Institutes for Research; Cong Wang, University of Michigan; Mary C. Murphy, Indiana University; Megan Bang, Northwestern University; Stephanie Fryberg, University of Michigan

Investigating the Teacher's Role in the Effectiveness of Contextually Sensitive Affirmation Interventions in the Classroom - Zuzanna M. Preusche, University of Duisburg-Essen; Kerstin Goebel, University of Duisburg-Essen

Latinx Students' Concerns About Their Introductory Statistics Course: Differences by Institution Type Necessitate Tailored Interventions - Claudia C. Sutter, CourseKata and University of California - Los Angeles; Kathryn Givvin, University of California - Los Angeles; Paige L. Solomon, The Baker Center for Children & Families; Ana Leandro-Ramos, California State University - Los Angeles; Karen B. Givvin, University of California - Los Angeles

The Effect of an Intervention Personalizing Mathematics to Students' Career Interests - Matthew L. Bernacki, University of North Carolina - Chapel Hill; Candace A. Walkington, Southern Methodist University; Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas; Meghan J. Greene, University of North Carolina - Chapel Hill; Taylor Darwin, Texas Tech University