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Using self-affirmations to improve achievement in fourth-grade students
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Journal Article
Using self-affirmations to improve achievement in fourth-grade students
2023
Overview
Disparity exists between racially minoritized students and their White student counterparts in academic achievement. This discrepancy engenders the difference with which students will have opportunities in advanced courses; rates of high school graduation, college acceptance, and completion rates; and salary and quality of life. The academic disparity between the two groups has been found to have roots in stereotype threat, which causes anxiety where the individual’s behavior may confirm the negative stereotypes of one’s in-group. Reducing stereotype threat has been theorized to allow minoritized students and those in negatively stereotyped groups to enhance their academic performance by removing levels of anxiety hampering their performance. Following previous work, whereby the academic achievement gap between Black and White middle school students were reduced, this study examines the effectiveness of such an intervention on 4th grade, elementary students’ reading achievement levels.
Publisher
Springer US,Springer,Springer Nature B.V
Subject
