Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

Autor/inn/en	Jordt, Hannah; Eddy, Sarah L.; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E.; King, Katherine; Freeman, Scott
Titel	Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes
Quelle	In: CBE - Life Sciences Education, 16 (2017) 3, Artikel 41 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.16-12-0351
Schlagwörter	Introductory Courses; Biology; Minority Group Students; White Students; Achievement Gap; Intervention; Disproportionate Representation; College Science; Undergraduate Students; Values Clarification; Stereotypes; Grade Point Average; Statistical Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Einführungskurs; Biologie; Wertbewusstsein; Klischee; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student's feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01