WISE INTERVENTIONS

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Dee, 2015: Affirming values improved academic performance among middle school minority students with supportive classrooms, but reduced performance among girls

Reference:

Dee, T. S. (2015). Social identity and achievement gaps: Evidence from an affirmation intervention. Journal of Research on Educational Effectiveness, 8(2), 149-168.
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Summary:

In a scale-up extending Cohen et al., 2006, 2009, a values-affirmation intervention was delivered to 7th- and 8th-grade students in 6 Philadelphia-area middle schools over two years. Although the intervention did not lead to an overall improvement in academic performance among racial-ethnic minority students, it did improve performance among minority students in more supportive classrooms. However, in these same classrooms the intervention reduced performance among girls.

Psychological Process:

Psychological Process 2:

Need

What is the Person Trying to Understand?

What Desired Meaning is At Stake?

What Desired Meaning is At Stake?

What About it?

Approach to Desired Meaning

Approach to Desired Meaning

How?

Psychological Question Addressed

Psychological Question Addressed

Psychological Question Addressed

Psychological Process 3:

Need

What Desired Meaning is At Stake?

Approach to Desired Meaning

How?

Psychological Question Addressed

Social Area:

Intervention Technique:

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Posted By:

Walton & Wilson, 2018