Self-affirmation reduces the socioeconomic attainment gap in schools in England.
attainment gap
schools
self-affirmation
socioeconomic status
stereotype threat
Journal
The British journal of educational psychology
ISSN: 2044-8279
Titre abrégé: Br J Educ Psychol
Pays: England
ID NLM: 0370636
Informations de publication
Date de publication:
May 2020
May 2020
Historique:
received:
24
08
2018
revised:
29
03
2019
pubmed:
5
6
2019
medline:
7
2
2021
entrez:
5
6
2019
Statut:
ppublish
Résumé
Studies in the United States show that school students from some ethnic backgrounds are susceptible to stereotype threat, that this undermines their academic performance, and that a series of virtually zero-cost self-affirmation writing exercises can reduce these adverse effects. In England, however, socioeconomic status (SES) is a much stronger predictor of academic success than is ethnic background. This study investigates whether self-affirmation writing exercises can help close the SES attainment gap in England by increasing the academic performance of low-SES (but not higher-SES) school students. Our sample consisted of students aged 11-14 in a secondary school in southern England (N = 562); of these, 128 were eligible for free school meals, a proxy for low SES. Students completed three short writing exercises throughout one academic year: those randomly assigned to an affirmed condition wrote about values that were important to them, and those assigned to a control condition wrote about a neutral topic. On average, the low-SES students had lower academic performance and reported experiencing more stereotype threat than their higher-SES peers. The self-affirmation raised the academic performance of the low-SES students by 0.38 standard deviations but did not significantly affect the performance of the higher-SES students, thus reducing the SES performance gap by 62%. The self-affirmation also reduced the level of stress reported by the low-SES students. The benefits of this virtually zero-cost intervention compare favourably with those of other interventions targeting the SES academic attainment gap.
Sections du résumé
BACKGROUND
BACKGROUND
Studies in the United States show that school students from some ethnic backgrounds are susceptible to stereotype threat, that this undermines their academic performance, and that a series of virtually zero-cost self-affirmation writing exercises can reduce these adverse effects. In England, however, socioeconomic status (SES) is a much stronger predictor of academic success than is ethnic background.
AIMS
OBJECTIVE
This study investigates whether self-affirmation writing exercises can help close the SES attainment gap in England by increasing the academic performance of low-SES (but not higher-SES) school students.
SAMPLE
METHODS
Our sample consisted of students aged 11-14 in a secondary school in southern England (N = 562); of these, 128 were eligible for free school meals, a proxy for low SES.
METHODS
METHODS
Students completed three short writing exercises throughout one academic year: those randomly assigned to an affirmed condition wrote about values that were important to them, and those assigned to a control condition wrote about a neutral topic.
RESULTS
RESULTS
On average, the low-SES students had lower academic performance and reported experiencing more stereotype threat than their higher-SES peers. The self-affirmation raised the academic performance of the low-SES students by 0.38 standard deviations but did not significantly affect the performance of the higher-SES students, thus reducing the SES performance gap by 62%. The self-affirmation also reduced the level of stress reported by the low-SES students.
CONCLUSIONS
CONCLUSIONS
The benefits of this virtually zero-cost intervention compare favourably with those of other interventions targeting the SES academic attainment gap.
Types de publication
Journal Article
Randomized Controlled Trial
Langues
eng
Sous-ensembles de citation
IM
Pagination
517-536Informations de copyright
© 2019 The British Psychological Society.
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