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Procesos recursivos en la autoafirmación: intervenir para cerrar la brecha de logros de las minorías
Geoffrey L Cohen1, Julio Garcia, Valerie Purdie-Vaughns
1Department of Psychology, University of Colorado, Muenzinger Psychology Building, Boulder, CO 80309-0345, USA. cohen.geoff@gmail.com
Science (New York, N.Y.)
|April 18, 2009
Resumen
Una breve intervención de escritura redujo la brecha de rendimiento racial para los estudiantes de minorías al mejorar el rendimiento académico y la autopercepción durante dos años. Este estudio pone de relieve el impacto a largo plazo de las intervenciones psicológicas tempranas en la educación.
Área de la Ciencia:
- Psicología Psicología Psicología.
- Educación Educación Educación Educación Educación.
- Sociología Sociología Sociología.
Sus antecedentes:
- Los estudiantes de minorías a menudo se enfrentan a amenazas psicológicas de estereotipos negativos, lo que afecta el rendimiento académico.
- Investigaciones anteriores indicaron la necesidad de intervenciones para mitigar la amenaza de los estereotipos en entornos educativos.
Objetivo del estudio:
- Evaluar los efectos a largo plazo de una intervención de escritura de valores autoafirmados en la brecha de logros raciales.
- Evaluar el impacto de la intervención en los resultados académicos y la autopercepción durante dos años.
Principales métodos:
- Se realizó un experimento de campo aleatorizado con tres cohortes independientes de estudiantes (N=133, 149, 134).
- La intervención involucró breves y estructuradas tareas de escritura centradas en valores autoafirmados.
- Los datos recopilados durante dos años incluyeron promedios de calificaciones (GPA) y tasas de remediación / repetición de calificaciones.
Principales resultados:
- La intervención redujo significativamente la brecha de rendimiento racial, aumentando el promedio de calificaciones de los estudiantes afroamericanos en un promedio de 0.24 puntos en dos años.
- Los estudiantes afroamericanos de bajo rendimiento mostraron un beneficio particular, con un aumento de 0.41 puntos en el promedio de calificaciones y tasas de remediación reducidas (5% frente a 18%).
- Los estudiantes tratados demostraron mejoras sostenidas en la auto-percepción.
Conclusiones:
- Las intervenciones psicológicas tempranas y sutiles pueden tener efectos positivos significativos y duraderos en las trayectorias académicas.
- Los hallazgos apoyan el modelo recursivo donde los estados psicológicos iniciales influyen en los resultados a largo plazo.
- El estudio tiene implicaciones para el desarrollo de estrategias psicológicas y educativas efectivas para apoyar a los estudiantes de minorías.
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