一个可复制的基于身份的干预在规模上减少了黑人和白人的悬架差距

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2021-09-18 DOI:10.3102/00028312211042251
Geoffrey D. Borman, Jaymes Pyne, Christopher S. Rozek, Alex Schmidt
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引用次数: 4

摘要

在全国范围内,教育工作者停学黑人学生的比例高于其他任何群体。将黑人学生视为“麻烦制造者”的刻板印象助长了这种不成比例的现象——学生们常常将这个标签内化为他们身份的一部分。通过两项独立的双盲随机实地试验,涉及11所中学的2000多名七年级学生,我们测试了简短干预对缓冲学生刻板印象和减轻种族停职差距的效果。自我肯定干预帮助学生接触到他们身份的积极方面,而不是在学校制造麻烦。两项试验都证实,治疗效果将七年级和八年级的黑人-白人停学和办公室纪律转介差距缩小了大约三分之二,对有前科的黑人学生的影响更大。
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A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as “troublemakers”—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and mitigate the racial suspension gap. The self-affirmation intervention helps students access positive aspects of their identities less associated with troublemaking in school. Confirmed in both trials, treatment effects cut Black-White suspension and office disciplinary referral gaps during seventh and eighth grade by approximately two thirds, with even greater impacts for Black students with prior infractions.
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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