缩小种族成就差距:一个社会心理干预
Geoffrey L Cohen1, Julio Garcia, Nancy Apfel
1Department of Psychology, University of Colorado, Muenzinger Psychology Building, Boulder, CO 80309-0345, USA. cohen.geoff@gmail.com
概括
一个简短的写作练习提高了非裔美国学生的成绩,减少了40%的种族成绩差距. 这种社会心理干预针对心理威胁,以提高学业成绩.
科学领域:
- 社会心理学 社会心理学
- 教育心理学教育心理学
背景情况:
- 心理威胁,源于刻板印象确认风险,可以对少数民族学生的学业表现产生负面影响.
- 慢性评估环境可能会加剧绩效差异.
- 自我完整性,或重申个人充分性,被探索为对心理威胁的缓冲.
研究的目的:
- 测试一项旨在改善少数民族学生学业成绩的社会心理干预措施.
- 调查心理威胁在学术成果中的调解作用.
- 评估自我诚信肯定干预的有效性.
主要方法:
- 进行了两个随机的实地实验.
- 在课堂上写作作业被用作干预.
- 测量了学业成绩 (成绩) 和心理威胁水平.
主要成果:
- 这项干预显著改善了非裔美国学生的学业成绩.
- 干预措施减少了40%的种族成就差距.
- 这些发现支持这样一个假设:肯定自我完整性可以减轻心理威胁.
结论:
- 有针对性的社会心理干预可以有效地改善种族成就差距.
- 解决心理威胁是改善教育公平的可行策略.
- 该研究强调了在现实世界教育环境中进行简短干预的潜力.
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