Does a Self-Affirmation Intervention Reduce Stereotype Threat in Black and Hispanic High Schools?
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A number of other studies of values affirmation have shown more nuanced effects or none at all.
“Crucially, a number of other studies of values affirmation have shown more nuanced effects or none at all (Borman, Grigg, & Hanselman, 2016;Bowen, Wegmann, & Webber, 2013;Bratter, Rowley, & Chukhray, 2016;Dee, 2015;Hanselman et al., 2017;Hayes, Zinner, Wise, & Carton, 2019;E. O. Jones & Huey, 2020;Protzko & Aronson, 2016)”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Bratter, Rowley, & Chukhray, 2016
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References 45 · Cited by 22
- Authors
- Bratter, J. L., Rowley, K. J., & Chukhray, I.
- Affiliations
- Rice University (US)
- Brigham Young University (US)
- Kinder Institute for Urban Research (US)
- Corresponding author
- Bratter, Jenifer L.
- Venue
- Race and Social Problems
- Published
- 2016-11-18
- Volume
- 8
- Issue
- 4
- Pages
- 340-356
- ISSN
- 1867-1748 (ISSN-L)
- 1867-1756
- OpenAlex
- W2552680584
- Cited by
- 22
- References
- 45
- Citations by year
- 2026: 1 · 2025: 3 · 2023: 1 · 2022: 2 · 2021: 6 · 2020: 3 · 2019: 2 · 2018: 3 · 2017: 1
- FWCI
- 5.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Race and Social Problems (publishedVersion)
- Funders
- Laura and John Arnold Foundation
- Houston Endowment (US)
- Topics
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- stereotype threat, self-affirmation intervention, racial achievement gap, students of color, high schools, racial segregation, standardized test scores, academic performance, Black students, Hispanic students, self-integrity
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