Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

Jordt, Hannah; Eddy, Sarah L.; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E.; King, Katherine Ray; Freeman, Scott

doi:10.1187/cbe.16-12-0351

Cited by 83 publications

(92 citation statements)

References 52 publications

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“…Specifi cally, in three iterations of an intensive active-learning college biology course, an intervention was introduced containing values affi rmation exercises that counter stereotype threat by reinforcing the student's feelings of integrity and self-worth. "On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average" [29]. This outcome suggests that achievement gaps resulting from the URM students' underperformance could be mitigated by removing psychological and emotional impediments of performance through short psychosocial interventions [29].…”

Section: Self-perceptionmentioning

confidence: 92%

“…"On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average" [29]. This outcome suggests that achievement gaps resulting from the URM students' underperformance could be mitigated by removing psychological and emotional impediments of performance through short psychosocial interventions [29].…”

Section: Self-perceptionmentioning

confidence: 96%

See 1 more Smart Citation

Stat! An Action Plan for Replacing the Broken System of Recruitment and Retention of Underrepresented Minorities in Medicine

Emery¹,

Boatright²,

Culbreath³

2018

NAM Perspectives

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Section: Self-perceptionmentioning

confidence: 92%

Section: Self-perceptionmentioning

confidence: 96%

Stat! An Action Plan for Replacing the Broken System of Recruitment and Retention of Underrepresented Minorities in Medicine

Emery¹,

Boatright²,

Culbreath³

2018

NAM Perspectives

View full text Add to dashboard Cite

“…We can reduce the negative impact of biases and stereotypes by individuating, or gathering specific information about our students directly from our students (14,15). This set of prompts allows us to learn about students' regional and local communities, future goals, and points of pride; it also provides an opportunity for student self-affirmation, which is an evidence-based stereotype threat intervention (16)(17)(18).…”

Section: Section II Prompts: Individuation and Affirmationmentioning

confidence: 99%

First-Day Info Sheets: A Tool to Prompt Semester-Long Inclusive Teaching

Killpack

Melón

2020

J Microbiol Biol Educ.

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What faculty do and say on the first day of class is crucial to establishing and maintaining an inclusive learning environment for the duration of the semester. First-day information sheets ("info sheets") are commonly used by instructors. By making simple modifications to this tool, we can gather more information about the goals and experiences of our students, the lives of our students outside of our classroom, and how our students' lives may impact their engagement with the course material and course structure. We can also use this information to actively highlight to students that their full selves (names, pronouns, background) belong in our biology classroom. We provide a set of prompts and suggested steps, rooted in the scholarly literature, to encourage and facilitate faculty use of info-sheets as a valuable tool to inform semester-long inclusive teaching efforts.

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“…We try to mention topics or applications that students listed on their surveys as they relate to material in a lecture. Indeed, values affirmation has also been shown to decrease achievement gaps in Biology classes (13). We also use survey responses as one criterion to form groups for the final class project, so that students with similar interests can work together to develop them, as described below.…”

Section: Valuesmentioning

confidence: 99%

Targeting the Achievement Gap: Strategies Toward Removing Inequities in Undergraduate Immunology Education

2019

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A diverse student body enriches the classroom with lived experiences, varied skillsets, community and cultural knowledge, resiliency, and altruistic interests, all critical attributes that benefit both the classroom and the STEM field at large. However, a persistent disparity in academic and educational attainment exists between under-represented minority (URM) and non-URM students in STEM fields. This achievement gap discourages talented URM students from entering STEM professions, threatening the potential, expertise, and perspective of these professions. Here we describe the factors that contribute to the achievement gap and present strategies, utilized in our Immunology classrooms, for combating each factor. We discuss project-based learning pedagogy to give students increased agency and feelings of empowerment. We also highlight concrete practices to foster students' science identities and sense of community, factors that highly promote STEM retention. The dynamic subject of Immunology provides myriad opportunities to implement a curriculum committed to equity, as we outline below.

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Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

Abstract: A short, scalable values affirmation intervention reduces the achievement gap between underrepresented minority students and white students in an introductory biology course.

Cited by 83 publications

References 52 publications

Stat! An Action Plan for Replacing the Broken System of Recruitment and Retention of Underrepresented Minorities in Medicine

Stat! An Action Plan for Replacing the Broken System of Recruitment and Retention of Underrepresented Minorities in Medicine

First-Day Info Sheets: A Tool to Prompt Semester-Long Inclusive Teaching

Targeting the Achievement Gap: Strategies Toward Removing Inequities in Undergraduate Immunology Education

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