WISE INTERVENTIONS

<go to database

Ben-Zeev et al., 2017: Affirming values reduces stereotype-based concerns, and increases academic performance among undergraduate minorities in STEM

Reference:

Ben-Zeev, A., Paluy, Y., Milless, K., Goldstein, E., Wallace, L., Márquez-Magaña, L., ... & Estrada, M. (2017). ‘Speaking Truth’Protects Underrepresented Minorities’ Intellectual Performance and Safety in STEM. Education sciences, 7(2), 65.
Download PDF

Summary:

Undergraduate underrepresented racial-ethnic minority students enrolled in science, technology, engineering, or math (STEM) programs completed a values-affirmation intervention in a laboratory. This exercise reduced stereotype-based evaluative concerns and improved performance on a laboratory test of abstract reasoning, but did not affect semester grades in STEM courses. At the same time, an intervention that taught students about stereotype threat and ways to cope also reduced stereotype-based evaluative concerns and improved both test performance and semester grades in STEM courses.

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