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A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale

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Title: A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
Language: English
Authors: Geoffrey Borman, Jaymes Pyne, Society for Research on Educational Effectiveness (SREE)
Source: Society for Research on Educational Effectiveness. 2021.
Availability: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/
Peer Reviewed: Y
Publication Date: 2021
Document Type: Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 7
Descriptors: Middle School Students, Grade 7, African American Students, Racial Discrimination, Racism, Suspension, Discipline Policy, Intervention, Labeling (of Persons), Stereotypes, Writing Exercises, Self Determination, Self Esteem
Abstract: Nationally, educators suspend Black students at greater rates than any other group (U.S. Department of Education Office for Civil Rights, 2016). This disproportionality is fueled by stereotypes casting Black students as "troublemakers" (Okonofua, Walton, & Eberhardt, 2016)--a label the students too often internalize as part of their identities. Decades of theory and evidence suggest that when one's identity is threatened in a particular domain, it helps to have opportunities to reflect on other sources of self-worth beyond the threatened aspect of the self (Cohen & Sherman, 2014; Steele, 1988). The authors report on the impacts of a self-affirmation intervention, delivered as four brief 15-minute student writing exercises, intended to mitigate the racial suspension gap by helping Black students cope with negative labels placed on them by their school and society. They posit that by engaging with the self-affirmation intervention, Black students build psychological resources to manage identity threats and contend with internalized racial oppression (David, Schroeder, & Fernandez, 2019; Okonofua, Walton, & Eberhardt, 2016). They further hypothesized that Black students who were suspended prior to the seventh-grade intervention would be particularly at risk of being stereotyped as troublemakers, since Black students with prior infractions not only must contend with stereotypes concerning their racial group, but also are burdened by a history of disciplinary incidents, which together conspire to place them at an even greater risk for being labeled as a troublemaker (Okonofua & Walton, 2015).
Abstractor: ERIC
Entry Date: 2024
Access URL: https://www.sree.org/2021-conference
Accession Number: ED656864
Database: ERIC
FullText Text:
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  Data: A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
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  Data: <searchLink fieldCode="AR" term="%22Geoffrey+Borman%22">Geoffrey Borman</searchLink><br /><searchLink fieldCode="AR" term="%22Jaymes+Pyne%22">Jaymes Pyne</searchLink><br /><searchLink fieldCode="AR" term="%22Society+for+Research+on+Educational+Effectiveness+%28SREE%29%22">Society for Research on Educational Effectiveness (SREE)</searchLink>
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  Data: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Discrimination%22">Racial Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline+Policy%22">Discipline Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Labeling+%28of+Persons%29%22">Labeling (of Persons)</searchLink><br /><searchLink fieldCode="DE" term="%22Stereotypes%22">Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Exercises%22">Writing Exercises</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Nationally, educators suspend Black students at greater rates than any other group (U.S. Department of Education Office for Civil Rights, 2016). This disproportionality is fueled by stereotypes casting Black students as "troublemakers" (Okonofua, Walton, & Eberhardt, 2016)--a label the students too often internalize as part of their identities. Decades of theory and evidence suggest that when one's identity is threatened in a particular domain, it helps to have opportunities to reflect on other sources of self-worth beyond the threatened aspect of the self (Cohen & Sherman, 2014; Steele, 1988). The authors report on the impacts of a self-affirmation intervention, delivered as four brief 15-minute student writing exercises, intended to mitigate the racial suspension gap by helping Black students cope with negative labels placed on them by their school and society. They posit that by engaging with the self-affirmation intervention, Black students build psychological resources to manage identity threats and contend with internalized racial oppression (David, Schroeder, & Fernandez, 2019; Okonofua, Walton, & Eberhardt, 2016). They further hypothesized that Black students who were suspended prior to the seventh-grade intervention would be particularly at risk of being stereotyped as troublemakers, since Black students with prior infractions not only must contend with stereotypes concerning their racial group, but also are burdened by a history of disciplinary incidents, which together conspire to place them at an even greater risk for being labeled as a troublemaker (Okonofua & Walton, 2015).
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Racial Discrimination
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Suspension
        Type: general
      – SubjectFull: Discipline Policy
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Labeling (of Persons)
        Type: general
      – SubjectFull: Stereotypes
        Type: general
      – SubjectFull: Writing Exercises
        Type: general
      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Self Esteem
        Type: general
    Titles:
      – TitleFull: A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
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            NameFull: Society for Research on Educational Effectiveness (SREE)
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            NameFull: Geoffrey Borman
      – PersonEntity:
          Name:
            NameFull: Jaymes Pyne
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          Dates:
            – D: 27
              M: 09
              Type: published
              Y: 2021
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            – TitleFull: Society for Research on Educational Effectiveness
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