Affirmation and Majority Students: Does Affirmation Impair Academic Performance in White Males?

Jones, Eduardo O.; Huey, Stanley J.

doi:10.1080/01973533.2020.1732389

Cited by 2 publications

(2 citation statements)

References 42 publications

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Section: Values Affirmation Interventionsmentioning

confidence: 99%

“…However, there are several reasons to be cautious about their unqualified promotion. 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), and indeed some have found evidence of backfire effects for specific groups of students (Bayly & Bumpus, 2020; Brady et al., 2016; Cohen et al., 2006; Dee, 2015; Liu & Huang, 2019; Miyake et al., 2010). These findings may, in part, be due to variations in the implementation of the interventions (Borman, 2017; Easterbrook et al., 2020a), such as using online rather than written exercises (Bayly & Bumpus, 2020), presenting the exercises as part of an external research study rather than something teachers want the students to complete (Protzko & Aronson, 2016), or because the school did not have a sufficiently supportive environment to sustain the effects (Dee, 2015).…”

Section: Wise Interventionsmentioning

confidence: 99%

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Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

Easterbrook

Hadden

2020

Social Issues Policy Review

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Some groups of students-typically those who have suffered because of historical inequality in society-disproportionately experience psychological barriers to educational success. These psychological barriers-feelings of threat to their social identity and the sense that their identity is incompatible with educational success-make substantial contributions to inequalities in educational outcomes between groups, even beyond economic, historical, and structural inequalities. A range of wise psychological interventions can help remove these barriers by targeting students' subjective interpretation of their local educational context. In this review, we outline the Identities in Context model of educational inequalities, which proposes that interactions between students' social identities and features of the local educational context-expectations about a group's academic performance, a group's representation in positions associated with academic success, and a group's orientation towards education-can trigger social identity threat and identity incompatibility in ways that vary considerably across contexts. We present an implementation process, based on the Identities in Context model, that academic researchers, policymakers, and practitioners can follow to help them choose and tailor wise interventions that are effective in reducing educational inequalities in their local context. Throughout the review, we make policy recommendations regarding how educational practices can be altered to help remove psychological barriers for underperforming groups of students and so reduce educational inequalities. Some groups of students-such as some ethnic minorities or those from lower class backgrounds-on average achieve much lower academic grades and

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Section: Values Affirmation Interventionsmentioning

confidence: 99%

Section: Wise Interventionsmentioning

confidence: 99%

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

Easterbrook

Hadden

2020

Social Issues Policy Review

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Effectiveness of Self-Affirmation Interventions in Educational Settings: A Meta-Analysis

Escobar-Soler,

Berrios,

Peñaloza-Díaz

et al. 2023

Healthcare

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School and university can be stressful contexts that can become an important source of identity threats when social prejudices or stereotypes come into play. Self-affirmation interventions are key strategies for mitigating the negative consequences of identity threat. This meta-analysis aims to provide an overview of the effectiveness of self-affirmation interventions in educational settings. A peer-reviewed article search was conducted in January 2023. A total of 144 experimental studies that tested the effect of self-affirmation interventions in educational contexts among high school and university students from different social and cultural backgrounds were considered. The average effect of self-affirmation interventions was of low magnitude (dIG+ = 0.41, z = 16.01, p < 0.00), with a 95% confidence interval whose values tended to lie between 0.36 and 0.45 (SE = 0.0253). In addition, moderators such as identity threat, participants’ age, and intervention procedure were found. Through a meta-analysis of the impact of self-affirmation interventions in educational contexts, this study suggests that interventions are effective, resulting in a small mean effect size. Thus, self-affirmation interventions can be considered useful, brief, and inexpensive strategies to improve general well-being and performance in educational settings.

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Affirmation and Majority Students: Does Affirmation Impair Academic Performance in White Males?

Cited by 2 publications

References 42 publications

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

Effectiveness of Self-Affirmation Interventions in Educational Settings: A Meta-Analysis

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