Self‐affirmation reduces the socioeconomic attainment gap in schools in England
Tóm tắt
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 (
This study investigates whether self‐affirmation writing exercises can help close the
Our sample consisted of students aged 11–14 in a secondary school in southern England (
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‐
The benefits of this virtually zero‐cost intervention compare favourably with those of other interventions targeting the
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