A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale

2021 ◽  
pp. 000283122110422
Author(s):  
Geoffrey D. Borman ◽  
Jaymes Pyne ◽  
Christopher S. Rozek ◽  
Alex Schmidt
Keyword(s):  
Middle Schools ◽  
Black Students ◽  
Brief Intervention ◽  
Field Trials ◽  
The Self ◽  
Seventh Graders ◽  
Double Blind ◽  
Randomized Field Trials ◽  
Identity Based ◽  
Disciplinary Referral

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.

Designing and Implementing Randomized Field Trials of Interventions in Schools

2007 ◽  
Author(s):  
George Bohrnstedt ◽  
Jeanne Poduska ◽  
Mike Garet ◽  
Sheppard Kellam ◽  
David Myers
Keyword(s):  
Field Trials ◽  
Randomized Field Trials

Pathways to Success Through Identity-Based Motivation

2015 ◽  
Author(s):  
Daphna Oyserman
Keyword(s):  
The Self ◽  
The Core ◽  
Very Young Children ◽  
The Future ◽  
Identity Based ◽  
Future Self ◽  
Fidelity Measures ◽  
The Individual ◽  
Taking Action ◽  
Minimal Effort

Everyone can imagine their future self, even very young children, and this future self is usually positive and education-linked. To make progress toward an aspired future or away from a feared future requires people to plan and take action. Unfortunately, most people often start too late and commit minimal effort to ineffective strategies that lead their attention elsewhere. As a result, their high hopes and earnest resolutions often fall short. In Pathways to Success Through Identity-Based Motivation Daphna Oyserman focuses on situational constraints and affordances that trigger or impede taking action. Focusing on when the future-self matters and how to reduce the shortfall between the self that one aspires to become and the outcomes that one actually attains, Oyserman introduces the reader to the core theoretical framework of identity-based motivation (IBM) theory. IBM theory is the prediction that people prefer to act in identity-congruent ways but that the identity-to-behavior link is opaque for a number of reasons (the future feels far away, difficulty of working on goals is misinterpreted, and strategies for attaining goals do not feel identity-congruent). Oyserman's book goes on to also include the stakes and how the importance of education comes into play as it improves the lives of the individual, their family, and their society. The framework of IBM theory and how to achieve it is broken down into three parts: how to translate identity-based motivation into a practical intervention, an outline of the intervention, and empirical evidence that it works. In addition, the book also includes an implementation manual and fidelity measures for educators utilizing this book to intervene for the improvement of academic outcomes.

scholarly journals Effect of acute citalopram on self-referential emotional processing and social cognition in healthy volunteers

BJPsych Open ◽  
2020 ◽  
Vol 6 (6) ◽  
Author(s):  
Catherine Hobbs ◽  
Susannah E. Murphy ◽  
Lucy Wright ◽  
James Carson ◽  
Indra Van Assche ◽  
...  
Keyword(s):  
Social Cognition ◽  
Healthy Volunteers ◽  
Antidepressant Treatment ◽  
Affective Learning ◽  
The Self ◽  
Affective Processing ◽  
Antidepressant Effect ◽  
Acute Administration ◽  
Double Blind ◽  
Prosocial Behaviours

Background Depression is characterised by negative views of the self. Antidepressant treatment may remediate negative self-schema through increasing processing of positive information about the self. Changes in affective processing during social interactions may increase expression of prosocial behaviours, improving interpersonal communications. Aims To examine whether acute administration of citalopram is associated with an increase in positive affective learning biases about the self and prosocial behaviour. Method Healthy volunteers (n = 41) were randomised to either an acute 20 mg dose of citalopram or matched placebo in a between-subjects double-blind design. Participants completed computer-based cognitive tasks designed to measure referential affective processing, social cognition and expression of prosocial behaviours. Results Participants administered citalopram made more cooperative choices than those administered placebo in a prisoner's dilemma task (β = 20%, 95% CI: 2%, 37%). Exploratory analyses indicated that participants administered citalopram showed a positive bias when learning social evaluations about a friend (β = 4.06, 95% CI: 0.88, 7.24), but not about the self or a stranger. Similarly, exploratory analyses found evidence of increased recall of positive words and reduced recall of negative words about others (β = 2.41, 95% CI: 0.89, 3.93), but not the self, in the citalopram group. Conclusions Participants administered citalopram showed greater prosocial behaviours, increased positive recall and increased positive learning of social evaluations towards others. The increase in positive affective bias and prosocial behaviours towards others may, at least partially, be a mechanism of antidepressant effect. However, we found no evidence that citalopram influenced self-referential processing.

Uses of Theory in Randomized Field Trials

2004 ◽  
Vol 47 (5) ◽  
pp. 634-657 ◽  
Author(s):  
William G. Howell ◽  
Paul E. Peterson
Keyword(s):  
Field Trials ◽  
Randomized Field Trials

scholarly journals Recombinant inbred lines derived from cultivars of pea for understanding the genetic basis of variation in breeders' traits

2018 ◽  
Vol 16 (5) ◽  
pp. 424-436 ◽  
Author(s):  
Carol Moreau ◽  
Maggie Knox ◽  
Lynda Turner ◽  
Tracey Rayner ◽  
Jane Thomas ◽  
...  
Keyword(s):  
Recombinant Inbred ◽  
Seed Weight ◽  
Genetic Basis ◽  
Recombinant Inbred Lines ◽  
Field Trials ◽  
Genetic Maps ◽  
Genotypic Differences ◽  
Phenotypic Data ◽  
Growing Seasons ◽  
Randomized Field Trials

AbstractIn order to gain an understanding of the genetic basis of traits of interest to breeders, the pea varieties Brutus, Enigma and Kahuna were selected, based on measures of their phenotypic and genotypic differences, for the construction of recombinant inbred populations. Reciprocal crosses were carried out for each of the three pairs, and over 200 F2 seeds from each cross advanced to F13. Bulked F7 seeds were used to generate F8–F11 bulks, which were grown in triplicated plots within randomized field trials and used to collect phenotypic data, including seed weight and yield traits, over a number of growing seasons. Genetic maps were constructed from the F6 generation to support the analysis of qualitative and quantitative traits and have led to the identification of four major genetic loci involved in seed weight determination and at least one major locus responsible for variation in yield. Three of the seed weight loci, at least one of which has not been described previously, were associated with the marrowfat seed phenotype. For some of the loci identified, candidate genes have been identified. The F13 single seed descent lines are available as a germplasm resource for the legume and pulse crop communities.

Identity-Based Motivation

2015 ◽  
Author(s):  
Daphna Oyserman
Keyword(s):  
Self Esteem ◽  
The Self ◽  
Personal Traits ◽  
Underlying Process ◽  
Self And Other ◽  
Future Selves ◽  
The Future ◽  
Identity Based ◽  
Future Self ◽  
Over Time

People experience themselves across time—recalling who they were and imagining who they will become. This consciousness of the self over time (Tulving, 1985; Wheeler, Stuss, & Tulving, 1997) and the ability to mentally “time travel” is a general human capacity (Epstude & Peetz, 2012) that develops by about age five (Atance, 2008; Atance & Jackson, 2009; Atance & Meltzoff, 2005; Russell, Alexis, & Clayton, 2010). For this reason, the future self can play a role in current choices from an early age. Indeed, when asked, people report imagining their future selves; they can describe both positive and negative possible identities their future selves might have (Dalley & Buunk, 2011; Norman & Aron, 2003). People say they care about whether they are making progress toward attaining their positive and avoiding their negative future identities (Vignoles, Manzi, Regalia, Jemmolo, & Scabini, 2008). They even report that their future selves are truer versions of themselves than their present selves, which are limited by the demands of everyday life (Wakslak, Nussbaum, Liberman, & Trope, 2008). Given all that, it might seem unnecessary to test whether people’s current actions are influenced by their future identities. Surely it has to be the case that future identities matter. Yet uncovering the circumstances in which the future self and other aspects of identity matter for behavior has turned out to be difficult. It is not always apparent that identities matter in spite of people’s feelings that they must. Figuring out the underlying process is critical to reducing the gap between aspirations and attainments and is the focus of this book. Does the future self really make such a difference in behavior? In the next sections, I provide a perspective and research evidence to answer the question. While often used interchangeably, the terms self, self-esteem, and identity are based on different concepts (Oyserman, Elmore, & Smith, 2012). Self-esteem is the positive or negative regard one has for oneself. Identities are descriptors (e.g., homeowner, middle-aged), personal traits (e.g., shy, outgoing), and social roles (e.g., mother, daughter) and the content that goes with these traits, descriptors, and roles (e.g., proud, worried).

Civility in Taiwan

2018 ◽  
pp. 112-135
Author(s):  
David C. Schak
Keyword(s):  
Large Scale ◽  
Chinese Culture ◽  
Driver Behavior ◽  
The Self ◽  
Urban Migration ◽  
Self Help ◽  
Political Struggles ◽  
Traditional Chinese Culture ◽  
Identity Based ◽  
Rural Urban Migration

The level of civility is much higher in Taiwan and in China, something Chinese visitors to Taiwan readily acknowledge and regard as owing to Taiwan having preserved traditional Chinese culture. However, prior to 1990, Taiwan’s state of civility was similar to that in China. This chapter traces how Taiwan made this transition and argues that it was accompanied by Taiwan’s evolving from a plethora of small, inward-looking communities to a society with a unified identity based on a civil nationalism, a society in itself to a society for itself. This came about through a combination of political struggles, economic development and rural-urban migration, and the self-help movements (zili jiuji) of the 1980s. Manifest changes in civil behavior began with Taiwan’s democratization. Some aspects of the increase in civility, e.g. driver behavior, were helped along by rule enforcement, some by the demonstration effect of a large-scale public philanthropic project, and some simply by people putting into practice what they had been taught in school. Taiwan has high levels of philanthropy and voluntarism an many charity-focused civil society groups

Becoming Tech Experts

2011 ◽  
pp. 225-240
Author(s):  
Catherine Schifter
Keyword(s):  
Elementary School ◽  
Middle Schools ◽  
Social Studies ◽  
Sixth Graders ◽  
School Experiences ◽  
The Other ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Grade Classroom ◽  
Mathematics And Science

As with fifth and sixth grades, the seventh grade classroom depends on whether the school is an elementary school or middle school. In many Kindergarten through eighth grade schools in Philadelphia, seventh graders have two different teachers rather than only one as with sixth graders. One teacher concentrates on literacy and social studies, while the other teacher takes on mathematics and science. These students cycle between two different classrooms. In contrast, students in middle schools may have a homeroom teacher, but they cycle through a number of different classrooms and teachers for each subject. Their school experiences are much different from those of students who only travel between two classrooms.

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