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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In the citing paper
“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
Citations
Cites
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A question of belonging: Race, social fit, and achievement.
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Self-citationAronson, J., Fried, C. B., & Good, C. (2002) · Journal of Experimental Social Psychology · doi:10.1006/jesp.2001.1491 · Cited by 1,889
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Self-citationStereotype Susceptibility: Identity Salience and Shifts in Quantitative Performance
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Self-citationShapiro, J. R., & Neuberg, S. L. (2007) · Personality and Social Psychology Review · doi:10.1177/1088868306294790 · Cited by 398
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Self-citationCohen, G. L., Sherman, D. K., Bastardi, A., Hsu, L., McGoey, M., & Ross, L. (2007) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.93.3.415 · Cited by 239
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Self-citationImproving the Academic Performance of College Students with Brief Attributional Interventions
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Cited by
Sorted by citations
The Psychology of Change: Self-Affirmation and Social Psychological Intervention
Cohen, G. L., & Sherman, D. K. (2014) · Annual Review of Psychology · doi:10.1146/annurev-psych-010213-115137 · Cited by 1,302
Self-citationMende, M., Scott, M. L., van Doorn, J., Grewal, D., & Shanks, I. (2019) · Journal of Marketing Research · doi:10.1177/0022243718822827 · Cited by 1,197
“…process by which people reinforce their self-integrity and image as effective and able, increases psychological resources for coping with a threat (Cohen and Garcia 2008); consequently, a focal threat becomes less psychologically dire, which leads a person “to acknowledge the threat without…”
BackgroundPiech, C., Spencer, J., Huang, J., Ganguli, S., Sahami, M., Guibas, L., & Sohl-Dickstein, J. (2015) · arXiv · doi:10.48550/arxiv.1506.05908
Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation
Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010) · Science · doi:10.1126/science.1195996 · Cited by 746
Self-citationMaster, A., Cheryan, S., & Meltzoff, A. N. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000061 · Cited by 662
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
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