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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: 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
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="%22Borman%2C+Geoffrey+D%2E%22">Borman, Geoffrey D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7039-8208">0000-0002-7039-8208</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pyne%2C+Jaymes%22">Pyne, Jaymes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2570-5384">0000-0003-2570-5384</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rozek%2C+Christopher+S%2E%22">Rozek, Christopher S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4389-8538">0000-0003-4389-8538</externalLink>)<br /><searchLink fieldCode="AR" term="%22Schmidt%2C+Alex%22">Schmidt, Alex</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22American+Educational+Research+Journal%22"><i>American Educational Research Journal</i></searchLink>. Apr 2022 59(2):284-314.
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  Data: 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
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  Data: 0002-8312<br />1935-1011
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2022
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  Data: EJ1330767
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      Pagination:
        PageCount: 31
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        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Racial Differences
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      – SubjectFull: African American Students
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      – SubjectFull: White Students
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      – SubjectFull: Self Esteem
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      – SubjectFull: Wisconsin (Madison)
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      – TitleFull: A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
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