Report Roundup

Latino Students

"Deflecting the Trajectory and Changing the Narrative: How Self-Affirmation Affects Academic Performance and Motivation Under Identity Threaty"

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Latino middle school students whose academic performance may have been undermined by "stereotype threat"—an anxiety that can stem from being a member of a racial, ethnic, or gender group associated with negative stereotypes—earned higher grades after participating in classroom assignments meant to boost their confidence, a new study has found.

Researchers from Stanford University and the University of California, Santa Barbara, had a group of students, both Latino and white, participate in "values affirmation" classroom assignments throughout the school year. The students were asked to select values and write brief essays about why they were important to them. The Latino students who completed the exercises earned higher grades than their Latino peers who did not, and those effects persisted for three years. Little impact was seen on white students' academic performance.

The study is published online this month by the Journal of Personality and Social Psychology.

Vol. 32, Issue 22, Page 5

Published in Print: February 27, 2013, as Latino Students
Related Stories
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories