Double jeopardy – Double remedy? The effectiveness of self-affirmation for improving doubly disadvantaged students' mathematical performance

Lokhande, Mohini; Müller, Tim

doi:10.1016/j.jsp.2019.07.006

Cited by 12 publications

(10 citation statements)

References 53 publications

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“…However, in contrast with the U.S. studies, it found no evidence of benefits to lower performing ethnic groups. In Germany, Arab and Turkish immigrants have considerably lower academic performance than nonimmigrants (OECD, 2015) and are subject to widely held negative stereotypes and are thus likely to suffer from stereotype threat (Lokhande & Müller, 2019). In this context, values affirmation increased the scores of school students from immigrant (but not other) backgrounds in an attainment test taken 8 weeks later (Lokhande & Müller, 2019).…”

Section: Wise Interventionsmentioning

confidence: 99%

“…In Germany, Arab and Turkish immigrants have considerably lower academic performance than nonimmigrants (OECD, 2015) and are subject to widely held negative stereotypes and are thus likely to suffer from stereotype threat (Lokhande & Müller, 2019). In this context, values affirmation increased the scores of school students from immigrant (but not other) backgrounds in an attainment test taken 8 weeks later (Lokhande & Müller, 2019). Moreover, value affirmations have been found to benefit first‐generation scholars in U.S. colleges (Harackiewicz, Tibbetts, Canning, & Hyde, 2014), students in further education colleges in the United Kingdom (Behavioural Insights Team, 2017; Schwalbe et al., 2019), students from developing nations in massive open online courses (MOOCs) (Kizilcec, Saltarelli, Reich, & Cohen, 2017), and female students in graduate business schools (Kinias & Sim, 2016).…”

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: Wise 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

View full text Add to dashboard Cite

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“…We retained the raw SD as the denominator, rather than the covariate‐adjusted SD, so that all effect sizes would be estimated relative to the actual variability in the sample (Wilson, 2011). In some studies, the covariate‐adjusted effect size was reported and did not need to be computed (Borman et al., 2016; Bowen et al., 2013; Lokhande & Muller, 2019; Sherman et al., 2013; Silverman & Cohen, 2014). In the few cases where necessary statistics were not reported, we were able to reverse‐engineer either the SD or the covariate‐adjusted effect size from t or F statistics, binary proportion tables, or standardized regression coefficients (Lipsey & Wilson, 2001; Peterson & Brown, 2005; Rosenthal & DiMatteo, 2001).…”

Section: Methodsmentioning

confidence: 99%

A meta‐analysis of the effect of values affirmation on academic achievement

Spreckelsen

Cohen

2021

Journal of Social Issues

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This meta‐analysis assessed the impact of values affirmation on the academic achievement of students under social identity threats in actual classrooms. After a systematic search yielded 58 relevant studies, multilevel analyses identified an overall affirmation effect for identity‐threatened students (Hedges’ g = .15), not for identity‐nonthreatened students (Hedges’ g = .01). Heterogeneity in the affirmation effect was moderate to high for identity‐threatened students, with effect sizes associated with (1) a larger covariate‐controlled achievement gap between nonthreatened and threatened students in the control condition, suggestive of psychological underperformance, (2) the availability of financial resources in school, (3) more distal performance outcomes, and (4) the presentation of values affirmation as a normal classroom activity rather than a research study or a nonnormal classroom activity. Affirmation appears to work best when it is delivered as a normal classroom activity and where identity threat co‐occurs with resources for improvement and time to await cumulative benefits.

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“…Because, value affirmation exercises reduce the detrimental consequences of threat, they tend to only exert influence on threatened groups of students, and have thus been documented to reduce achievement gaps between threatened students and their peers (Wu et al, 2021). Value affirmation exercises have been shown to benefit the educational performance of a range of different stereotyped groups, including Latino American students in US middle schools (Sherman et al, 2013), first generation scholars in US colleges (Harackiewicz et al, 2014), students in further education colleges in the UK (Schwalbe et al, 2019), pupils on free-school meals in English schools (Hadden et al, 2020), students from developing nations in Massive Online Open Courses (Kizilcec et al, 2017), female students in graduate business schools (Kinias & Sim, 2016), and immigrant students in Germany (Lokhande & Müller, 2019).…”

Section: Self-affirmation Theorymentioning

confidence: 99%

Self‐affirmation theory in educational contexts

Easterbrook

Harris

Sherman

2021

Journal of Social Issues

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Self-affirmation, operationalized as value-affirmation interventions, can have long-term beneficial effects on the academic performance and trajectories of members of negatively stereotyped groups, thus reducing achievement gaps. Yet, there is significant heterogeneity in the effectiveness of value affirmations, and we do not yet have a clear understanding of why. In this introduction to the special issue, we review the literature on self-affirmation theory in educational contexts, providing overviews of the heterogeneity in the effectiveness of affirmation interventions, the methods of implementation, potential moderators, and underling processes. We identify several questions that are important for researchers to address, the answers to which would progress the field towards being able to more confidently implement value-affirmations in contexts in which, and/or for groups for whom, they are most likely to produce benefits. We then introduce the articles included in this special issue, which showcase several of the latest theoretical and empirical advances to self-affirmation theory in educational contexts. Some groups of students-typically members of groups who have low status in wider society, such as some ethnic or racial groups, those from lower social classes, or those with immigrant backgrounds-have, on average, worse educational outcomes than others. Across societies, such inequalities in educational outcomes (henceforth educational inequalities) exist from the earliest years through to tertiary education, and their effects continue throughout the lifespan (Department for Education in England, 2020; Nation's Report Card, 2019;OECD, 2015). Indeed, an individual's level of education is a key predictor of a range of life outcomes (Hout & DiPrete, 2006),This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Double jeopardy – Double remedy? The effectiveness of self-affirmation for improving doubly disadvantaged students' mathematical performance

Cited by 12 publications

References 53 publications

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

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

A meta‐analysis of the effect of values affirmation on academic achievement

Self‐affirmation theory in educational contexts

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