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首页> 美国卫生研究院文献>CBE Life Sciences Education >Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes
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Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

机译：价值观肯定干预减少了生物学入门课程中少数民族与白人学生之间的成就差距

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Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student’s feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions.
机译：在许多白人占多数的高等教育机构中，大学科学，技术，工程和数学教室中代表性不足的少数族裔（URM）学生与白人之间的成就差距仍然存在。通过积极学习增加教室结构来减少这种表现不佳现象的尝试已部分成功。在这项研究中，我们解决了一个假设，即在大学生物学课程中，白人和URM学生之间的成就差距具有因刻板印象威胁而产生的心理和情感成分。具体来说，我们通过强化主动学习型大学生物学课程的三轮迭代，推出了一种价值确认练习，该练习通过增强学生的正直和自我价值感来应对刻板印象威胁。平均而言，该练习缩小了URM和以相同的入学平均成绩进入课程的白人学生之间的成就差距。该结果表明，可以通过为学生提供通过短期心理社会干预消除表现上的心理和情感障碍的学习环境，来缓解URM学生表现不佳所导致的成就差距。

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