Enhancing a brief writing intervention to combat stereotype threat among middle-school students.
Abstract
Experimental research has demonstrated both the deleterious effects of negative stereotypes about ability on academic performance and the relative ease with which stereotypes can be countered in educational settings. The extent to which stereotypes contribute to the achievement gap between American students from dominant social and economic groups and students from other groups is not precisely known, but the potential of brief, inexpensive interventions targeting stereotype threat to reduce the gap is worthy of further examination. Although researchers studying brief social psychological interventions sometimes mention the importance of the context in which interventions occur, they have not included manipulations of the environment in their interventions. In the current experimental study, a test of the effects of a brief self-affirming writing assignment was conducted in a new sample of middle-school students (n = 132), and an environmental enhancement to the writing exercise was tested (n = 274). Consistent with previous findings, the self-affirming intervention reduced the average decline in Social Studies grades over the school year compared with a neutral condition (effect size, ES, .57). The combination of the affirming writing assignment with an environmental enhancement had superior effects to the writing assignment alone (ES .53).
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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 Bowen, Wegmann, & Webber, 2013
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The Psychology of Change: Self-Affirmation and Social Psychological Intervention
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Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions
Easterbrook, M. J., & Hadden, I. R. (2021) · Social Issues and Policy Review · doi:10.1111/sipr.12070 · Cited by 110 · see citing works
- Authors
- Bowen, N. K., Wegmann, K. M., & Webber, K. C.
- Affiliations
- University of North Carolina at Chapel Hill (US)
- ORCID
- Bowen, Natasha K.
- Venue
- Journal of Educational Psychology
- Published
- 2013-05
- Volume
- 105
- Issue
- 2
- Pages
- 427-435
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2156316949
- Cited by
- 60
- References
- 12
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 1 · 2023: 2 · 2022: 3 · 2021: 7 · 2020: 6 · 2019: 10 · 2018: 5 · 2017: 5 · 2016: 8 · 2015: 3 · 2014: 7
- FWCI
- 10.55
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- University of North Carolina
- Topics
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Safety Research › Career Development and Diversity
- Keywords
- stereotype threat, self-affirmation, junior high school students, achievement gap, environmental improvement, academic performance
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