Journal
PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
Volume 114, Issue 29, Pages 7594-7599Publisher
NATL ACAD SCIENCES
DOI: 10.1073/pnas.1617923114
Keywords
social psychological intervention; adolescence; college enrollment; affirmation; achievement gap
Categories
Funding
- Spencer Foundation [20080068]
- National Science Foundation (REESE) [0723909]
- William T. Grant Foundation
- National Science Foundation (REAL) [1420446]
- Division Of Human Resource Development
- Direct For Education and Human Resources [1420446] Funding Source: National Science Foundation
- Division Of Research On Learning
- Direct For Education and Human Resources [0723909] Funding Source: National Science Foundation
Ask authors/readers for more resources
Small but timely experiences can have long-term benefits when their psychological effects interact with institutional processes. In a follow-up of two randomized field experiments, a brief values affirmation intervention designed to buffer minority middle schoolers against the threat of negative stereotypes had long-term benefits on college-relevant outcomes. In study 1, conducted in the Mountain West, the intervention increased Latino Americans' probability of entering a college readiness track rather than a remedial one near the transition to high school 2 y later. In study 2, conducted in the Northeast, the intervention increased African Americans' probability of college enrollment 7-9 y later. Among those who enrolled in college, affirmed African Americans attended relatively more selective colleges. Lifting a psychological barrier at a key transition can facilitate students' access to positive institutional channels, giving rise to accumulative benefits.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available