Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement

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An Identity-Based Motivation Framework for Self-Regulation (2017, background): “…place in social structure (e.g., income, social class, gender, race, ethnicity) can matter is by creating psychologically isomorphic contexts over time (for summaries, see Fisher, O’Donnell, & Oyserman, in press; Oyserman & Fisher, in press; Oyserman & Lewis, 2017; Oyserman, Smith, & Elmore, 2014).”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “…contexts in which choice and control are limited, the belief that effort matters is undermined, and racial stigma is evoked in ways that reinforce negative racial narratives and identities (e.g., Hammond, 2016; Oyserman, Destin, & Novin, 2015; Oyserman & Lewis, 2017; Rogoff, 2003; Steele, 2010).”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “…macrosystem factors directly through attitudes, behaviors, and routines that affect how children experience and react to environments and indirectly through social stigma and exposure to contexts where opportunities for enrichment and choice are limited or absent (e.g., Oyserman & Lewis, 2017).”