Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap

Science ◽  
2009 ◽  
Vol 324 (5925) ◽  
pp. 400-403 ◽  
Author(s):  
G. L. Cohen ◽  
J. Garcia ◽  
V. Purdie-Vaughns ◽  
N. Apfel ◽  
P. Brzustoski
Keyword(s):  
Achievement Gap ◽  
Minority Achievement ◽  
Minority Achievement Gap

scholarly journals The Han-Minority Achievement Gap, Language, and Returns to Schools in Rural China

2015 ◽  
Vol 63 (2) ◽  
pp. 319-359 ◽  
Author(s):  
Yunfan Yang ◽  
Huan Wang ◽  
Linxiu Zhang ◽  
Sean Sylvia ◽  
Renfu Luo ◽  
...  
Keyword(s):  
Achievement Gap ◽  
Rural China ◽  
Minority Achievement ◽  
Minority Achievement Gap

scholarly journals Classroom, media and church: explainng the achievement differences in civic knowledge in bilingual school system of Estonia

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Kaire Põder ◽  
Triin Lauri
Keyword(s):  
Social Media ◽  
Achievement Gap ◽  
School System ◽  
Russian Language ◽  
Minority Achievement ◽  
School Students ◽  
Russian School ◽  
Civic Knowledge ◽  
Negative Effect ◽  
Bilingual School

AbstractThis study investigates civic and citizenship education in a unique post-Communist context–in the bilingual education system of Estonia. Estonia continues to have a bilingual school system where there are Estonian and Russian language schools in parallel. While Estonian language school students are ranked very high in international comparisons, there is a significant difference between the achievement of Estonian and Russian language school students. We claim that this minority achievement gap in the performance of civic and citizenship knowledge is in addition to family background characteristics explained by behavioral and attitudinal factors that are moderated by the school language. Behavioral and attitudinal independent variables that we consider relevant in our analysis are classroom climate, trust in various media channels, and students’ beliefs in the influence of religion. We rely on hierarchical modeling to capture the embedded data and aim to explain how the different layers (school- and student level) interact and impact civic knowledge. We show that an open classroom is beneficial to students and part of the gap can be explained by Russian school students’ lower involvement in such practices. The strength of the belief in the influence of religion, on the contrary, is hurting students, despite that the negative effect is smaller for minority students there is a higher aggregate negative effect of it and therefore it also contributes to the minority achievement gap. Media trust indicators explain the gap marginally while the high trust of social media hurts students’ civic knowledge scores–still more Russian school students trust social media more than Estonian school students.

Eliminating the Achievement Gap: The 21ST Century Program

1997 ◽  
Vol 1 (6) ◽  
pp. 28-29
Author(s):  
Mary L. Hummel
Keyword(s):  
At Risk ◽  
Achievement Gap ◽  
21St Century ◽  
Support Services ◽  
At Risk Students ◽  
University Of Michigan ◽  
Minority Achievement ◽  
University Life ◽  
Minority Interests ◽  
The University

According to professor of psychology Claude Steele, practices such as support services for so-called at-risk students and the sidelining of minority interests in university life can actually undermine minority achievement. So what helps promote it? The answer for Steele and other educators at the University of Michigan is to raise expectations for all students. This is the philosophy behind the 21st Century Program.

Stereotype Threat and the Social and Scientific Contexts of the Race Achievement Gap.

2005 ◽  
Vol 60 (3) ◽  
pp. 270-271 ◽  
Author(s):  
Geoffrey L. Cohen ◽  
David K. Sherman
Keyword(s):  
Achievement Gap ◽  
Stereotype Threat ◽  
The Social
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