Friday, April 17, 2009

Interventions that combat stereotype threat

The researchers, led by Geoffrey L. Cohen, a social psychologist at the University of Colorado, had seventh graders in suburban Connecticut schools do the assignment three to five times through that school year. It asked them to choose from a list values that were most important to them — including athletic ability, sense of humor, creativity and being smart — and to write why those values were so important. The students were randomly assigned, within classes, to do the exercise or a control assignment that was not focused on their values.

In previous studies, researchers had found that such exercises reduced stress and the fear of failure in some students. By the end of eighth grade, among black students who were struggling, those who had expressed in writing their most important values had an average G.P.A. that was 0.4 points higher than those who had not.

“The idea is that a bad experience early in school can have lasting effects, and that if we can do something in that crucial window, it could alter the student’s trajectory slightly and change the arc of their experience over time,” Dr. Cohen said.

More in this NYTimes story by Benedict Carey.