自己肯定における再帰的プロセス:マイノリティの成果のギャップを埋めるために介入する
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
まとめ
短い執筆による介入は,学業成績と自己認識を2年間にわたって改善することによって,少数民族の学生の人種的成績のギャップを軽減しました. この研究は,教育における早期心理的介入の長期的な影響を強調しています.
科学分野:
- 心理学 心理学とは
- 教育 教育 教育 教育 教育について
- 社会学 社会学 社会学とは
背景:
- 少数民族の学生は,しばしば否定的なステレオタイプから生じる心理的脅威に直面し,学業成績に影響を及ぼします.
- 以前の研究は,教育環境におけるステレオタイプの脅威を軽減するための介入の必要性を示した.
研究 の 目的:
- 人種的な業績のギャップに関する自己肯定的な価値観の書き込み介入の長期的な影響を評価する.
- 2年間の学術成果と自己認識に対する介入の影響を評価する.
主な方法:
- ランダム化フィールド実験は,3つの独立した学生コホート (N=133,149,134) で実施されました.
- 介入には,自己肯定的な価値観に焦点を当てた,簡潔で構造的な執筆の課題が含まれていました.
- 2年間にわたって収集されたデータには,平均成績 (GPA) と補正/グレードの繰り返し率が含まれていました.
主要な成果:
- この介入により,人種差が大きく減り,アフリカ系アメリカ人の生徒の平均成績は2年間で平均0.24ポイント上昇しました.
- 低得点のアフリカ系アメリカ人の学生は,GPAが0.41ポイント上昇し,修復率が低下した (5%対18%) と,特に利益を示しました.
- 治療を受けた学生は,自己認識の持続的な改善を示しました.
結論:
- 早期に,微妙な心理的介入は,学術的軌跡に顕著で持続的なポジティブな影響を及ぼします.
- この発見は,初期心理状態が長期的な結果に影響を与える再帰的モデルを支持している.
- この研究は,少数民族の学生を支援するための効果的な心理的および教育的戦略の開発に意味を持っています.
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