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Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-



Reducing Stereotype Threat in Academically At-Risk African- Americans Students: A Self- Affirmation Intervention


Crystal Marie Simmons

Doctor of Philosophy in Education

University of California, Berkeley

Professor Frank C. Worrell, Chair

In this study, I examined the effectiveness of a self-affirmation intervention (Cohen et al., 2006) with a sample of African American high school students who were at risk for academic failure. Participants consisted of 47 African-American students from 3 different high schools. Unlike previous research, results indicated that students who received the self-affirmation did not earn higher GPAs at the end of the first semester. Students who received the self-affirmation intervention also did not feel more psychologically engaged within the academic environment. Reasons for these disparate findings in comparison to previous research are discussed. Implications for stereotype threat theory and what type of students can benefit from this intervention are also discussed.

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