Tackling Educational Inequalities with Social Psychology
Identities, Contexts, and Interventions
Bibliographic Data
| ID | 12908158 |
|---|---|
| Authors | Matthew J Easterbrook (0000-0002-9353-5957, University of Sussex, corresponding author), Ian Robert Hadden (0000-0001-7734-5777, University of Sussex) |
| Year | 2020 |
| Volume | 15 |
| Issue | 1 |
| Pages | 180-236 |
| Publication date | 2020-10-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Issues and Policy Review (JOURNAL) |
| Journal identifiers | ISSN: 1751-2395 • E-ISSN: 1751-2409 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/sipr.12070 |
| OpenAlex | W3091966502 |
| Language | EN |
| Citations received | 52 |
| References cited | 234 |
Some groups of students—typically those who have suffered because of historical inequality in society—disproportionately experience psychological barriers to educational success. These psychological barriers—feelings of threat to their social identity and the sense that their identity is incompatible with educational success—make substantial contributions to inequalities in educational outcomes between groups, even beyond economic, historical, and structural inequalities. A range of wise psychological interventions can help remove these barriers by targeting students’ subjective interpretation of their local educational context. In this review, we outline the Identities in Context model of educational inequalities, which proposes that interactions between students’ social identities and features of the local educational context—expectations about a group's academic performance, a group's representation in positions associated with academic success, and a group's orientation towards education—can trigger social identity threat and identity incompatibility in ways that vary considerably across contexts. We present an implementation process, based on the Identities in Context model, that academic researchers, policymakers, and practitioners can follow to help them choose and tailor wise interventions that are effective in reducing educational inequalities in their local context. Throughout the review, we make policy recommendations regarding how educational practices can be altered to help remove psychological barriers for underperforming groups of students and so reduce educational inequalities
Context (archaeology · Educational psychology · Feeling · Identity (music · Inequality · Interpretation (philosophy · Pedagogy · Political science · Psychological intervention · Public relations · Social group · Social identity theory · Social inequality · Sociology · Computer Science · Early Childhood Education and Development · Psychology · Psychology of Development and Education · Social and Intergroup Psychology · Social Psychology
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM
El estudiante dividual
Peer inclusion has a greater impact on belonging for students of color
Educational strategies to reduce the achievement gap
Aggressive measures, rising inequalities, and mass formation during the Covid-19 crisis
Complicating College-Transition Stories
Developing Dispositions for Transfer
Effect of Public Education Expenditure on Income Inequality in Low‐Income Countries
Pathways to possibilities
Worrying about appearances and flaunting material things
Unlocking academic potential
‘Why can't people see or understand or make that effort to see who I am?’
Introduction to the special issue
Addressing language gaps to improve outcomes for students from low-SES backgrounds / Como abordar las brechas lingüísticas para mejorar el rendimiento de los estudiantes de NSE bajo
Science and Heritage Language Integrated Learning (SHLIL)
Context matters
The community support and its role in adolescent pregnancy and school reintegration in rural Rwanda
The potentially insidious consequences of belonging for inequality
Teaching as Social Influence
Recognizing the diversity in how students define belonging
Educación inclusiva e identidad en estudiantes de secundaria con discapacidad auditiva
From status and rank to report card
It’s Easy to Feel Alone, But When You Have Community, it Makes [College] a Lot Easier
Social justice perceptions, and practices
Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement
Engaging low-income families in education research
Valeur économique des diplômes
Teacher‐ versus researcher‐provided affirmation effects on students’ task engagement and positive perceptions of teachers
Self‐affirmation and test performance in ethnically diverse schools
A meta‐analysis of the effect of values affirmation on academic achievement
Testing a self‐affirmation intervention for improving the psychosocial health of Black and White medical students in the United States
Identity Development and Major Choice Among Underrepresented Students Interested in STEM Majors
Homophilic social networks and school adjustment among primary school pupils
Fostering Diversity
Understanding the education of children and young people in residential care
Caste, Precarity and Education
Analysis of the Psychological Factors Faced by the Final Year College Students of China During Job Interviews and While Choosing Careers
Playing to their strengths
How preschool education perpetuates social inequality
Self‐affirmation theory in educational contexts
Securing self‐integrity over time
Lower SES PhD students experience interpersonal disconnection from others both inside and outside of academia
Selection and the economic value of education
Biased career choices? It depends what you believe
A perceived control‐relationally devaluing experiences model of low socioeconomic status vulnerability to negative relationship outcomes
People like me don’t do well at school’
Expected and unexpected long‐term effects of values affirmation in school
Navigating inequalities and shaping aspirations
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
Stereotype Threat and a Multiple Identity Intervention Among First‐ and Second‐Generation Students of Migrant Descent
An Empathy Intervention Reduces the Gender Gap in School Discipline and Facilitates Belonging
Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading
The Latino Education Crisis
Educational Failure and Working Class White Children in Britain
Stereotype Threat
Does Parental Involvement Matter for Student Achievement and Mental Health in High School?
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school
The Causal Effect of Education on Earnings
A Stereotype Threat Account of Boys' Academic Underachievement
Wise interventions
Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents
Helping Parents to Motivate Adolescents in Mathematics and Science
Closing the Social-Class Achievement Gap
Demystifying Values-Affirmation Interventions
Identity, Belonging, and Achievement
Latent Ability
Academic and Social Perceptions as Predictors of Change in Middle School Students' Sense of School Belonging
Gender-specific teacher expectations in reading—The role of teachers’ gender stereotypes
‘Not girly, not sexy, not glamorous’
Representation in the classroom
Social class disparities in health and education
Teaching a lay theory before college narrows achievement gaps at scale
“Is that paper really due today?”
A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
The Gap Gets Bigger
To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses
Beyond small, medium, or large
Test Scores, Subjective Assessment, and Stereotyping of Ethnic Minorities
The Mentor’s Dilemma
Children Use Wealth Cues to Evaluate Others
A national experiment reveals where a growth mindset improves achievement
Seed and Soil
Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement
Improving Underrepresented Minority Student Persistence in STEM
Using design thinking to improve psychological interventions
Recursive Processes in Self-Affirmation
Stereotype Threat
Race and Belonging in School
Role congruity theory of prejudice toward female leaders.
Rediscovering the Social Group
The Language of Social Inequality
Affirmation and Majority Students
A Diversity Ideology Intervention
Context Moderates Affirmation Effects on the Ethnic Achievement Gap
Feeling Like an Imposter
When Choice Does Not Equal Freedom
An Integrative Theory of Intergroup Conflict
Reassessing ‘Ability’ Grouping
Education and Social Capital
Improving adolescents' standardized test performance
Stereotype Susceptibility in Children
The Development of Implicit Attitudes
Knowing Is Half the Battle
Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept
The Effects of Stereotype Threat and Double-Minority Status on the Test Performance of Latino Women
Rediscovering the Social Group
Extending the Concept of Stereotype Threat to Social Class
Teachers, Race, and Student Achievement in a Randomized Experiment
What Money Doesn't Buy
Examining gender-STEM bias among STEM and non-STEM students using the Implicit Relational Assessment Procedure (Irap)
Seeing the Destination but Not the Path
Factors influencing take-up of free school meals in primary- and secondary-school children in England
Components of School Engagement Among African American Adolescents
The Meaning and Consequences of Perceived Discrimination in Disadvantaged and Privileged Social Groups
Pervasiveness and correlates of implicit attitudes and stereotypes
Teachers' Expectancies
Asking for Help
Theoretical, Ethical, and Policy Considerations for Conducting Social–Psychological Interventions to Close Educational Achievement Gaps
Affirmative Meritocracy
Lingering Effects
Mixed Signals
Teaching as Social Influence
The Beneficial Effects of Social Identity Protection on the Performance Motivation of Members of Devalued Groups
Elegant Science Narratives and Unintended Influences
Production of subject-verb agreement, tense, mood, and negation in Italian agrammatic aphasia
Losing its expected communal value
Stereotype threat as an antecedent to domain identification and achievement in language arts in boys
Chronic stereotype threat and mathematical achievement in age cohorts of secondary school girls
Ingroup role models and underrepresented students’ performance and interest in STEM
Chavs - The Demonization of the Working Class
Accounting for unequal access to higher education
Exploring implicit ingroup and outgroup bias toward Hispanics
A social identity perspective on the social-class achievement gap
An educational intervention to improve women’s academic STEM outcomes
The Role of Mothers' Communication in Promoting Motivation for Math and Science Course‐Taking in High School
Working-class Men's Constructions of Masculinity and Negotiations of (Non)Participation in Higher Education
Teacher ‘quality’ and attainment grouping
In Pursuit of the MD
Socioeconomic inequality in access to high-status colleges
What we have learned
Learners’ attitudes to mixed-attainment grouping
Ethnicity, gender, social class and achievement gaps at age 16
Higher than Einstein’
What's Need Got to Do with It? Barriers to Use of Nonprofit Social Services
Bettering Yourself'? Discourses of risk, cost and benefit in ethnically diverse, young working-class non-participants' constructions of higher education
The impact of tracking by attainment on pupil self-confidence over time
The misallocation of students to academic sets in maths
Promoting ‘relational equity’ and high mathematics achievement through an innovative mixed‐ability approach
Academic identity, confidence and belonging
Legitimating status
Housing and wealth inequality
When a new group identity does harm on the spot
| Unique citing works | 52 |
|---|---|
| Citations per year | 8,67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 52 |