| Title: |
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale |
| Language: |
English |
| Authors: |
Borman, Geoffrey D. (ORCID 0000-0002-7039-8208); Pyne, Jaymes (ORCID 0000-0003-2570-5384); Rozek, Christopher S. (ORCID 0000-0003-4389-8538); Schmidt, Alex |
| Source: |
American Educational Research Journal. Apr 2022 59(2):284-314. |
| Availability: |
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 |
| Peer Reviewed: |
Y |
| Page Count: |
31 |
| Publication Date: |
2022 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A110136; R305B150003 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education; Grade 8 |
| Descriptors: |
Identification (Psychology); Intervention; Racial Differences; African American Students; White Students; Suspension; Stereotypes; Grade 7; Middle School Students; Program Effectiveness; Grade 8; Racial Identification; Educational Change; Self Esteem |
| Geographic Terms: |
Wisconsin (Madison) |
| DOI: |
10.3102/00028312211042251 |
| ISSN: |
0002-8312; 1935-1011 |
| Abstract: |
Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as "troublemakers"--a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and mitigate the racial suspension gap. The self-affirmation intervention helps students access positive aspects of their identities less associated with troublemaking in school. Confirmed in both trials, treatment effects cut Black-White suspension and office disciplinary referral gaps during seventh and eighth grade by approximately two thirds, with even greater impacts for Black students with prior infractions. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2022 |
| Accession Number: |
EJ1330767 |
| Database: |
ERIC |