Alexander S Browman
Biographic Data
| ID | 1903371 |
|---|---|
| NAME | Alexander S Browman |
| GIVEN NAMES | Alexander S |
| FAMILY NAME | Browman |
| SIGNATURE | BROWMAN A S |
| AFFILIATIONS | Boston College |
| ORCID | 0000-0002-2957-3262 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 45 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Misperceptions of progress towards racial equality in educational attainment and their implications for policy preferences
Educational inequities between White Americans and Black and Latinx Americans have grown in recent decades. However, the present research documents that many members of the public may be misinformed about this reality. Three initial studies, with 813 undergraduates and online participants, demonstrate that many individuals overestimate the progress made towards reaching White-Black and White-Latinx equality in degree attainment over time, incorre…
Are low‐ability students mentally represented as low‐SES, academically incapable, and undeserving of support
In seven studies, this research demonstrates that both the general public and educators may hold culturally‐shared, class stereotype‐laden mental representations that they reflexively use both to subjectively identify particular students as being high or low in academic ability, and determine who should receive educational support. Using procedures designed to capture people's mental images of others, we first observed that both the general publi…
Perception of economic inequality weakens Americans’ beliefs in both upward and downward socioeconomic mobility
The prospect of socioeconomic mobility has long been a prominent concept in American life; however, research has shown that economic inequality can weaken Americans’ beliefs in the prospect of upward mobility for poorer individuals in their country. In one correlational study, two experimental studies, and an internal meta‐analysis, we extend this work by demonstrating that Americans’ perceptions of inequality can also influence their beliefs abo…
Theoretical, Ethical, and Policy Considerations for Conducting Social–Psychological Interventions to Close Educational Achievement Gaps
Social–psychological interventions in education have shown remarkable promise as brief, inexpensive, and powerful methods for improving educational equity and inclusion by helping underperforming students realize their potential. These findings have led to intensive study and replication attempts to understand and close achievement gaps at scale. In the present review, we identify several significant issues this work has raised that bear on the t…
A belief in socioeconomic mobility promotes the development of academically motivating identities among low-socioeconomic status youth
Despite barriers to educational attainment, low-SES youth often maintain strong academic intentions and performance if they continue to view school as important for obtaining the desired futures they envision for themselves. We undertook three related studies to examine the importance of one aspiration central to the desired futures of many low-SES youth: attaining upward socioeconomic mobility. Cross-sectional, longitudinal (Study 1), and experi…
How economic inequality shapes mobility expectations and behaviour in disadvantaged youth
Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students
Identity-specific motivation: How distinct identities direct self-regulation across distinct situations
that uniquely influence their current self-regulation when such identities are active. Studies 3-5 then begin to explore how identity-specific motivations are situated within people's larger self-concept. Studies 3a and 3b demonstrate that the less compatible people's specific identities, the more distinct are the motivations connected to those identities. Studies 4-5 then provide some initial, suggestive evidence that identity-specific motivatio…
Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students
How economic inequality shapes mobility expectations and behaviour in disadvantaged youth
Are low‐ability students mentally represented as low‐SES, academically incapable, and undeserving of support
In seven studies, this research demonstrates that both the general public and educators may hold culturally‐shared, class stereotype‐laden mental representations that they reflexively use both to subjectively identify particular students as being high or low in academic ability, and determine who should receive educational support. Using procedures designed to capture people's mental images of others, we first observed that both the general publi…
Theoretical, Ethical, and Policy Considerations for Conducting Social–Psychological Interventions to Close Educational Achievement Gaps
Social–psychological interventions in education have shown remarkable promise as brief, inexpensive, and powerful methods for improving educational equity and inclusion by helping underperforming students realize their potential. These findings have led to intensive study and replication attempts to understand and close achievement gaps at scale. In the present review, we identify several significant issues this work has raised that bear on the t…
Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students
Identity-specific motivation: How distinct identities direct self-regulation across distinct situations
that uniquely influence their current self-regulation when such identities are active. Studies 3-5 then begin to explore how identity-specific motivations are situated within people's larger self-concept. Studies 3a and 3b demonstrate that the less compatible people's specific identities, the more distinct are the motivations connected to those identities. Studies 4-5 then provide some initial, suggestive evidence that identity-specific motivatio…
A belief in socioeconomic mobility promotes the development of academically motivating identities among low-socioeconomic status youth
Despite barriers to educational attainment, low-SES youth often maintain strong academic intentions and performance if they continue to view school as important for obtaining the desired futures they envision for themselves. We undertook three related studies to examine the importance of one aspiration central to the desired futures of many low-SES youth: attaining upward socioeconomic mobility. Cross-sectional, longitudinal (Study 1), and experi…
How economic inequality shapes mobility expectations and behaviour in disadvantaged youth
Theoretical, Ethical, and Policy Considerations for Conducting Social–Psychological Interventions to Close Educational Achievement Gaps
Social–psychological interventions in education have shown remarkable promise as brief, inexpensive, and powerful methods for improving educational equity and inclusion by helping underperforming students realize their potential. These findings have led to intensive study and replication attempts to understand and close achievement gaps at scale. In the present review, we identify several significant issues this work has raised that bear on the t…
Perception of economic inequality weakens Americans’ beliefs in both upward and downward socioeconomic mobility
The prospect of socioeconomic mobility has long been a prominent concept in American life; however, research has shown that economic inequality can weaken Americans’ beliefs in the prospect of upward mobility for poorer individuals in their country. In one correlational study, two experimental studies, and an internal meta‐analysis, we extend this work by demonstrating that Americans’ perceptions of inequality can also influence their beliefs abo…
Are low‐ability students mentally represented as low‐SES, academically incapable, and undeserving of support
In seven studies, this research demonstrates that both the general public and educators may hold culturally‐shared, class stereotype‐laden mental representations that they reflexively use both to subjectively identify particular students as being high or low in academic ability, and determine who should receive educational support. Using procedures designed to capture people's mental images of others, we first observed that both the general publi…
Misperceptions of progress towards racial equality in educational attainment and their implications for policy preferences
Educational inequities between White Americans and Black and Latinx Americans have grown in recent decades. However, the present research documents that many members of the public may be misinformed about this reality. Three initial studies, with 813 undergraduates and online participants, demonstrate that many individuals overestimate the progress made towards reaching White-Black and White-Latinx equality in degree attainment over time, incorre…
Psychology (8 works) · Social Psychology (8 works) · Social Psychology (5 works) · Sociology (5 works) · Economics (4 works) · Social mobility (4 works) · Socioeconomic status (4 works) · Demography (3 works) · Developmental psychology (3 works) · Economic growth (3 works)