The DOI matches its Crossref record, with a small difference in title or year; 29 of the 29 references it cites were found in a registry or an index.
Identity, Belonging, and Achievement: A Model, Interventions, Implications
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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“This suggests that it was something about being a member of a poorly performing minority that caused those students to feel that they did not belong in school, a consequence of social identity threat (Cohen & Garcia, 2008) that is strongly associated with academic performance (Anderman, 2003;Easterbrook, Harris, & Sherman, 2020a;Roeser, Midgley, & Urdan, 1996).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Cohen & Garcia, 2008
In the citing paper
“These include a reduced or insecure sense of belonging (Cohen & Garcia, 2008;Nieuwenhuis et al., 2019;Rosenthal, Levy, London, Lobel, & Bazile, 2013), dampened motivation (Thoman et al., 2013) and achievement goals (Smith, 2004), increased anxiety, reduced working memory capacity (Spencer et al., 2016), depleted cognitive resources (Lyons et al., 2018), increased stress, defensive coping responses”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Cohen & Garcia, 2008
In the citing paper
“But in contrast to the lab, in real-world academic and work settings, social identity threat is not acute but chronic (Cohen & Garcia 2008, Garcia & Cohen 2012, Yeager & Walton 2011).”
From The Psychology of Change: Self-Affirmation and Social Psychological Intervention (2014) · cites this paper as Cohen & Garcia 2008
In the citing paper
“Stereotype threat can increase women's certainty that they do not belong and undermine their interest in the field (Cohen & Garcia, 2008;Walton & Cohen, 2007).”
From Managing to clear the air: Stereotype threat, women, and leadership (2016) · cites this paper as Cohen & Garcia, 2008
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“This aligns with the extant literature showing that relatedness has influences student learning processes and positively predicts student engagement, performance, and well-being (e.g., Anderman, 2003; Cohen & Garcia, 2008; King, 2015; Mikami et al., 2017; Nichols, 2008; Won et al., 2021).”
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“In addition, research in social psychology (Cohen and Garcia 2008; Walton and Cohen 2011) and theories of reactive ethnicity (Portes et al. 2005; Portes and Zhou 1993; Çelik 2015) indicate that early interventions signalling social belonging prevent negative vicious circles of poor learning…”
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“…racial/ethnic minorities, women) are aware that teachers may not expect the same level of high academic performance from them as from nonstigmatized students (Carlisle & Chang, 1996; Cohen & Garcia, 2008; Good, Rattan, & Dweck, 2012; Inzlicht & Good, 2006; Murphy et al., 2007; Steele, 1997, 2010).”
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“…affecting performance on stereotype-relevant tasks, stereotype threat also leads to disengagement from stereotyped tasks or domains (e.g., Steele, 1997), decreased practice or self-handicapping (e.g., Stone, 2002), or decreased identification with the stereotyped group (e.g., Cohen & Garcia, 2008).”
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Metadata
- Authors
- Cohen, G. L., & Garcia, J.
- Affiliations
- University of Colorado Boulder (US)
- Yale University (US)
- Corresponding author
- Cohen, Geoffrey L.
- 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
- 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
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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