Reducing the Racial Achievement Gap: A Social-Psychological Intervention

By Geoffrey L. Cohen, J. García, N. Apfel, Allison Master. Science, 2006

1,120 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/07dc04fe84961e684b3399e442893cc4080b88b6

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Citations in the corpus

The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, positive): “Similarly, many important social-psychological, behavioral, and “mindset” experiments (e.g. Mischel et al. 1972; Cohen et al. 2006; Cohen et al. 2009; Wilson and Linville 1982; Aronson et al. 2002; Miyake et al. 2010; Duckworth et al. 2013) were excluded because they did not report results for…”
SELF-REPORTED EXPERIENCES OF DISCRIMINATION AND HEALTH: SCIENTIFIC ADVANCES, ONGOING CONTROVERSIES, AND EMERGING ISSUES (2015, background): “…double-blind experiments indicate that values affirmation interventions may reduce some of the effects of negative racial stigmatization on academic performance (Cohen et al. 2006, 2009), and there is growing interest in the potential of values affirmation interventions to affect health outcomes.”
The Psychology of the Affirmed Learner: Spontaneous Self-Affirmation in the Face of Stress. (2016, methodology): “…have not completed an affirmation intervention, affirmed minority students exhibit lower cognitive activation of racial stereotypes in school (G. L. Cohen et al., 2006), feel that they belong in school even after poor performance (Cook et al., 2012), and are confident they have the right…”
Social-Psychological Interventions in Education (2011, background): “Intervention 3: Cohen et al. (2006, 2009).”
Motivation Interventions in Education (2016, background): “…example, several interventions were imbedded within the context of week-long curricula (e.g., Feng & Tuan, 2005; Pugh, 2002), whereas other interventions were independent activities requiring as little as 20 minutes for students to complete (e.g., Cohen et al., 2006; Hulleman & Harackiewicz, 2009).”
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, methodology): “An intervention designed to ameliorate this perceived threat has been developed and tested by Geoffrey Cohen and colleagues (e.g., Cohen, Garcia, Apfel, & Master, 2006 ; Cohen, Garcia, Purdie-Vaughns, Apfel, & Brzustoski, 2009 ).”
Antecedents of everyday positive emotions: An experience sampling analysis (2010, background): “Finally, further research on intervention programs intended to promote perceptions of control (e.g., Hall et al. 2006, 2007), value (e.g., Cohen et al. 2006), or both (see control/ value interaction effects) is needed in order to encourage cognitive appraisals that optimally contribute to emotional…”
The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, background): “…included both before and after measures have found that young people can develop a growth mindset (Aronson, Fried, & Good, 2002; Blackwell, Trzesniewski, & Dweck, 2007; Cohen et al., 2006; Dweck, 2007; Good, Aronson, & Inzlicht, 2003; Oyserman, Bybee, & Terry, 2006; Walton & Cohen, 2007, 2011).”