Threat in Context: School Moderation of the Impact of Social Identity Threat on Racial/Ethnic Achievement Gaps

Autor/inn/en	Hanselman, Paul; Bruch, Sarah K.; Gamoran, Adam; Borman, Geoffrey D.
Titel	Threat in Context: School Moderation of the Impact of Social Identity Threat on Racial/Ethnic Achievement Gaps
Quelle	In: Sociology of Education, 87 (2014) 2, S.106-124 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040714525970
Schlagwörter	Self Concept; Academic Achievement; Achievement Gap; Ethnicity; Middle School Students; Racial Differences; Grades (Scholastic); African American Students; Hispanic American Students; Standardized Tests; Educational Environment; Stereotypes; Racial Composition; Student Characteristics; Writing Exercises; Language Arts; Intervention; Disadvantaged; Experimental Groups; Prediction; Statistical Analysis; Grade 7; Regression (Statistics); Wisconsin + Suchen Sie Ihr Suchwort? Selbstkonzept; Schulleistung; Ethnizität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rassenunterschied; Notenspiegel; African Americans; Afroamerikaner; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Standadised tests; Standardisierter Test; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klischee; Schreibübung; Sprachkultur; Vorhersage; Statistische Analyse; School year 07; 7. Schuljahr; Schuljahr 07; Regression; Regressionsanalyse
Abstract	Schools with very few and relatively low-performing marginalized students may be most likely to trigger social identity threats (including stereotype threats) that contribute to racial disparities. We test this hypothesis by assessing variation in the benefits of a self-affirmation intervention designed to counteract social identity threat in a randomized trial in all 11 middle schools in Madison, Wisconsin. We find that school context moderates the benefits of self-affirmation for black and Hispanic students' grades, with partial support among standardized achievement outcomes. Self-affirmation reduced the very large racial achievement gap in overall grade point average by 12.5 percent in high-threat school contexts and had no effect in low-threat contexts. These self-affirmation activities have the potential to help close some of the largest racial/ethnic achievement gaps, though only in specific school contexts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10