Cited by 325Education, Achievement, and GiftednessSocial and Intergroup PsychologyCareer Development and Diversity

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Identity, Belonging, and Achievement: A Model, Interventions, Implications

Cohen, Geoffrey L., Garcia, Julio·2008·Current Directions in Psychological Science

DOI 10.1111/j.1467-8721.2008.00607.x

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Abstract

In this article we discuss how social or group identities affect achievement. We also present a model of identity engagement that describes how a salient social identity can trigger psychological threat and belonging concerns and how these can produce persistent performance decrements, which through feedback loops can increase over time. The character of such processes may be revealed only over time because they are recursive in nature and interact with other factors in chronically evaluative social environments. Finally, we address how this model helped in the development of successful interventions.

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“…and communities, school connectedness has been found to be a strong predictor of academic performance (Battistich, Solomon, Kim, Watson, & Schaps, 1995; Cohen & Garcia, 2008; Furrer & Skinner, 2003; Goodenow & Grady, 1992; Solomon, Battistich, Watson, Schaps, & Lewis, 1996; Wentzel & Asher, 1995).”
Designers’ professional identity: personal attributes and design skills
Kunrath, K., Cash, P. J., & Kleinsmann, M. S. (2020) · Journal of Engineering Design · doi:10.1080/09544828.2020.1743244 · Cited by 56
“In other words, social-perception provides validation of the expertise development process and a positive stereotypical social identity (Cohen and Garcia 2008) on which self-understanding andDPI build.”
Background
Social justice in education: how the function of selection in educational institutions predicts support for (non)egalitarian assessment practices
Autin, F., Batruch, A., & Butera, F. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00707 · Cited by 45
Alcohol consequences, not quantity, predict major depression onset among first-year female college students
Rosenthal, S. R., Clark, M. A., Marshall, B. D. L., Buka, S. L., Carey, K. B., Shepardson, R. L., & Carey, M. P. (2018) · Addictive Behaviors · doi:10.1016/j.addbeh.2018.05.021 · Cited by 45
Is Responsiveness to Student Voice Related to Academic Outcomes? Strengthening the Rationale for Student Voice in School Reform
Kahne, J., Bowyer, B., Marshall, J., & Hodgin, E. (2022) · American Journal of Education · doi:10.1086/719121 · Cited by 44
Sense of belonging is an important predictor of introductory physics students’ academic performance
Li, Y., & Singh, C. (2023) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.19.020137 · Cited by 50
Where Student Engagement Meets Faculty Development: How Student-Faculty Pedagogical Partnership Fosters a Sense of Belonging
Cook‐Sather, A., & Felten, P. (2017) · Student Engagement in Higher Education Journal · Cited by 40
Changing Behavior Beyond the Here and Now
Rogers, T., & Frey, E. (2015) · Wiley eBooks · doi:10.1002/9781118468333.ch25 · Cited by 41
Educational Theory, Practice, and Policy and the Wisdom of Social Psychology
Cohen, G. L., & Garcia, J. (2014) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732214551559 · Cited by 45
Self-citation
Connecting levels of analysis in educational neuroscience: A review of multi-level structure of educational neuroscience with concrete examples
Han, H., Soylu, F., & Anchan, M. (2019) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2019.100113 · Cited by 40
Recruiting and Retaining Underrepresented Gifted Students
Worrell, F. C., & Dixson, D. D. (2018) · Handbook of Giftedness in Children · doi:10.1007/978-3-319-77004-8_13 · Cited by 81
Engineering students' noncognitive and affective factors: Group differences from cluster analysis
Scheidt, M., Godwin, A., Berger, E., Chen, J., Self, B., Widmann, J. M., & Gates, A. Q. (2021) · Journal of Engineering Education · doi:10.1002/jee.20386 · Cited by 35
“Engineering identity has been connected to students' persistence (Patrick et al., 2018; Pierrakos et al., 2009), motivation (Kirn & Benson, 2018; Oyserman, 2009), and belonging (Cohen & Garcia, 2008).”
Background
Selves in contact: how integrating perspectives on sociocultural selves and intergroup contact can inform theory and application on reducing inequality
Brannon, T. N., Taylor, V. J., Higginbotham, G. D., & Henderson, K. (2017) · Social and Personality Psychology Compass · doi:10.1111/spc3.12326 · Cited by 36
Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM
Hammarlund, S. P., Scott, C., Binning, K. R., & Cotner, S. H. (2022) · BioScience · doi:10.1093/biosci/biab146 · Cited by 35
STEM success expectancies and achievement among women in STEM majors
Robnett, R. D., & Thoman, S. (2017) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2017.07.003 · Cited by 41
Group-Value Ambiguity
Mendoza‐Denton, R., Goldman‐Flythe, M., Pietrzak, J., Downey, G., & Aceves, M. J. (2010) · Social Psychological and Personality Science · doi:10.1177/1948550609357796 · Cited by 33
“She Finally Smiles … for Real”: Reducing Depressive Symptoms and Bolstering Resilience Through a Camp Intervention for LGBTQ Youth
Gillig, T. K., Miller, L. C., & Cox, C. M. (2017) · Journal of Homosexuality · doi:10.1080/00918369.2017.1411693 · Cited by 33
Longitudinal inter-relations between school cultural socialization and school engagement: The mediating role of school climate
Toro, J. D., & Wang, M. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101482 · Cited by 34
Long-Term Effects of Language Course Timing on Language Acquisition and Social Contacts: Turkish and Moroccan Immigrants in Western Europe
Hoehne, J., & Michalowski, I. (2015) · International Migration Review · doi:10.1111/imre.12130 · Cited by 33
Immigrant students’ educational trajectories: The influence of cultural identity and stereotype threat
Weber, S., Kronberger, N., & Appel, M. (2017) · Self and Identity · doi:10.1080/15298868.2017.1380696 · Cited by 41
“Interventions against stereotype threat can exert their influence at the vigilance stage and the threat-appraisal stage (cf. Cohen & Garcia, 2008).”
Background
Building and Sustaining Diverse Functioning Networks Using Social Media and Digital Platforms to Improve Diversity and Inclusivity
Montgomery, B. L. (2018) · Frontiers in Digital Humanities · doi:10.3389/fdigh.2018.00022 · Cited by 32
“Isolation and “only-ness” can be a stumbling block for many individuals from underrepresented groups in academic spaces (Cohen and Garcia, 2008; Campbell, 2014; Johnson et al., 2018).”
Background
Understanding networks of natural mentoring support among underrepresented college students
Raposa, E. B., & Hurd, N. M. (2018) · Applied Developmental Science · doi:10.1080/10888691.2018.1526635 · Cited by 34
School-Based Social-Emotional Learning and Ethnic-Racial Identity Among African American and Latino Adolescents
Rivas‐Drake, D., Lozada, F. T., Pinetta, B. J., & Jagers, R. J. (2020) · Youth & Society · doi:10.1177/0044118x20939736 · Cited by 40
Cognitive Biases in Recruitment, Selection, and Promotion: The Risk of Subconscious Discrimination
Whysall, Z. (2017) · Springer eBooks · doi:10.1007/978-3-319-59686-0_9 · Cited by 34
Existential Ennui
Kim, J., Christy, A. G., Schlegel, R. J., Donnellan, M. B., & Hicks, J. A. (2017) · Social Psychological and Personality Science · doi:10.1177/1948550617727587 · Cited by 33
“Previous research suggests that a variety of factors influence academic motivation, including personality, perceived belongingness, and affective reactions to one’s environment (Aronson & Good, 2003; Cohen & Garcia, 2008; Nicholls, 1984; Steele, 1997, 2010; Walton & Cohen, 2007, 2011).”
Background
The Changing Landscape of Doctoral Education in Science, Technology, Engineering, and Mathematics: PhD Students, Faculty Advisors, and Preferences for Varied Career Options
Sherman, D. K., Ortosky, L., Leong, S., Kello, C. T., & Hegarty, M. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.711615 · Cited by 33
Culturally Responsive Practices as Whole School Reform.
Mayfield, V., & Garrison-Wade, D. F. (2015) · Journal of instructional pedagogies · Cited by 30
How hope measures up: Hope predicts school variables beyond growth mindset and school belonging
Dixson, D. D. (2020) · Current Psychology · doi:10.1007/s12144-020-00975-y · Cited by 31

Authors: Cohen, G. L., & Garcia, J.
Affiliations: University of Colorado Boulder (US)
Yale University (US)
Corresponding author: Cohen, Geoffrey L.
ORCID: Cohen, Geoffrey L.
Garcia, Julio
Venue: Current Directions in Psychological Science
Publisher: SAGE Publications
Published: 2008-12
Volume: 17
Issue: 6
Pages: 365-369
ISSN: 0963-7214 (ISSN-L)
1467-8721
DOI: 10.1111/j.1467-8721.2008.00607.x
OpenAlex: W1994932571
Cited by: 325
References: 29
Citations by year: 2026: 16 · 2025: 24 · 2024: 21 · 2023: 22 · 2022: 28 · 2021: 25 · 2020: 32 · 2019: 29 · 2018: 20 · 2017: 21 · 2016: 11 · 2015: 17 · 2014: 17 · 2013: 20 · 2012: 10
FWCI: 5.44
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Current Directions in Psychological Science (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
Keywords: social identity, group identity, achievement, psychological threat, sense of belonging, performance decrement, feedback loops

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Identity, Belonging, and Achievement: A Model, Interventions, Implications

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