WISE INTERVENTIONS

<go to database

Borman et al., 2015: Affirming values reduced the achievement gap for racial-ethnic minority middle school students

Reference:

Rozek, C. S., Hanselman, P., Feldman, R. C., Quast, E. A., Crawford, E. P., & Borman, G. D. (2015). Inside the Black Box of Self-Affirmation: Which Parts of Affirmation Exercises Are Critical for Treatment Efficacy?. Society for Research on Educational Effectiveness.
Download PDF

Summary:

In a district-wide scale-up extending Cohen et al., 2006, 2009, a values-affirmation intervention was delivered to 6th-, 7th-, and 8th- grade students in all 11 middle schools in Madison, Wisconsin. The intervention raised cumulative 7th grade-point-average for racial-ethnic minority students, reducing the racial achievement gap by 10%. The greatest benefits were in schools in which African American students were poorly represented and where the achievement gap was highest, where identity threat may be highest (Hanselman et al., 2014).

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:

Share This Post:

Posted By:

Walton & Wilson, 2018