The Experts below are selected from a list of 66 Experts worldwide ranked by ideXlab platform

Geoffrey D Borman - One of the best experts on this subject based on the ideXlab platform.

  • advancing values affirmation as a scalable strategy for mitigating identity threats and narrowing national achievement gaps
    Proceedings of the National Academy of Sciences of the United States of America, 2017
    Co-Authors: Geoffrey D Borman
    Abstract:

    Since the publication of the landmark “Coleman Report,” Equality of Educational Opportunity , in 1966 (1) through more than 40 y of historical trend data from the National Assessment of Educational Progress (NAEP) (2), the academic performance gaps separating black and Latino students from their white counterparts have remained substantial and persistent. Although some policies and programs aimed at narrowing these gaps among children and adolescents have shown short-term benefits, these initial successes typically fade away over time (3). Why are these inequalities in our schools so persistent and seemingly intractable, and how did Goyer et al. (4) find success when so many others have failed? A compelling explanation concerns the idea of stereotype threat (5). Indeed, a meta-analysis of the stereotype threat literature concluded that the phenomenon degrades black and Latino students’ performances on standardized tests of ability by approximately one-fifth of 1 SD (6). A recent study applying current stereotype-threat theory to an analysis of the original data from the study by Coleman (1) suggested that, dating back to the 1960s, African-American students confronted with more threatening educational contexts were burdened by a less favorable self-image, partially explaining how internalization of racial stereotypes can depress their test scores (7). With current nationally representative data from the NAEP test, the so-called “nation’s Report card,” indicating that achievement gaps separating black and Latino students from their higher scoring white peers are between about 0.8 and 1 SD (2), stereotype threat may account for as much as 20–25% of these national gaps. In PNAS, Goyer et al. (4) demonstrate that over time, initial reductions of ∼40% of the academic performance gaps that were realized at the end of the eighth grade, 2 y following the advent of a stereotype threat-buffering, values-affirmation intervention, later helped minority students achieve academic opportunities and outcomes … [↵][1]1Email: geoffrey.borman{at}wisc.edu. [1]: #xref-corresp-1-1

  • what if Coleman had known about stereotype threat how social psychological theory can help mitigate educational inequality
    RSF: The Russell Sage Foundation Journal of the Social Sciences, 2016
    Co-Authors: Geoffrey D Borman, Jaymes Pyne
    Abstract:

    The Coleman Report has inspired various lines of inquiry offering new understandings of inequality of educational opportunity and the persistent achievement gaps in American schools. Of the various models and theories, stereotype threat, which focuses on social-psychological dimensions of inequality, has received considerable attention over the past twenty years. But what if stereotype threat theory, and associated interventions to combat it, had existed fifty years ago? Using data from the original Equality of Educational Opportunity Study, we find, consistent with the stereotype threat literature, that African American students confronted with more threatening educational contexts are burdened by a less favorable self-image; this finding partially explains how students’ internalization of racial stereotypes depresses their test scores. Based on these findings and on results from numerous laboratory and field experiments documenting the impact of stereotype threat and how to mitigate it, we explore its usefulness for studying educational inequality in the years to come.

Andrew Mceachin - One of the best experts on this subject based on the ideXlab platform.

Lesley A Jacobs - One of the best experts on this subject based on the ideXlab platform.

Heather C Hill - One of the best experts on this subject based on the ideXlab platform.

Frederick Mosteller - One of the best experts on this subject based on the ideXlab platform.

  • equality of educational opportunity the Coleman Report
    2010
    Co-Authors: Frederick Mosteller
    Abstract:

    In the 1950s and 1960s in the United States, social research had made considerable progress in the ability to study questions relevant to policy. Most such work had been done in economics. Advances in computers, research on sample surveys, and experience in studying complex questions provided a base for understanding strong investigations. One such strong investigation was the study made by James Coleman and colleagues, the central theme of this chapter.