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 |
| 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 |
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