Highline College Library: Anti-Racist, Culturally Responsive, and Inclusive (ACRI): Articles

Interventions in Education

Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400-403.
A Social-Psychological Approach to Educational Intervention
Garcia, J., & Cohen, G. L. (in press). A social-psychological approach to educational intervention. In E. Shafir (Ed.), Behavioral foundations of policy.
Using “Think-Time” and “Wait-Time” Skillfully in the Classroom
Stahl, R. (n.d.) Using “think-time” and “wait-time” skillfully in the Classroom. ERIC Digest.
Affirmative Meritocracy
Walton, G. M., Spencer, S. J., & Erman, S. (2013). Affirmative meritocracy. Social Issues and Policy Review, 7(1). 1-35.
Social-Psychological Interventions in Education: They’re Not Magic
Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267-301.

Additional Readings (No full text access via Highline Library)

Danaher, K. & Crandall, C. S. (2008). Stereotype threat in applied settings re-examined. Journal of Applied Social Psychology, 38(6), 1639-1655.

Marx, D. M. & Roman, J. S. (2002). Female role models: Protecting women’s math test performance. Personality and Social Psychology Bulletin, 28, 1183-1193.

Rosenthal, H. E. S. & Crisp, R. J. (2006). Reducing stereotype threat by blurring intergroup boundaries. Personality and Social Psychology Bulletin, 32(4), 501-511.

Steele, D. M. (2012). Creating identity safe classrooms. In J. A. Banks (Ed.) Encyclopedia of Diversity in Education. Thousand Oaks, CA: Sage Publications.

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English Speakers of Other Languages (ESOL)

Pronunciation Guide for Non-English Names
Citation: Jennings, R. (2010, January). Pronunciation guide for non-English names. Green River Community College.

Stereotype Threat

Deflecting Negative Self-Relevant Stereotype Activation: The Effects of Individuation
Ambady, N., Paik, S. K., Steele, J., Owen-Smith, A., & Mitchell, J. P. (2004). Deflecting negative self-relevant stereotype activation: The effects of individuation. Journal of Experimental Social Psychology, 40, 401-408.
An Identity Threat Perspective on Intervention
Cohen, G. L., Purdie-Vaughns, V., & Garcia,J. (2012). An identity threat perspective on intervention. In M. Inzlicht & T. Schmader (Eds.), Stereotype threat: Theory, process, and application. New York: Oxford University Press.
Retraining Attitudes and Stereotypes to Affect Motivation and Cognitive Capacity under Stereotype Threat
Forbes, C. E. & Schmader, T. (2010). Retraining attitudes and stereotypes to affect motivation and cognitive capacity under stereotype threat. Journal of Personality and Social Psychology, 99, 740-754.
Stereotype Threat and Executive Resource Depletion: Examining the Influence of Emotion Regulation
Johns, J., Inzlicht, M., & Schmader, T. (2008). Stereotype threat and executive resource depletion: Examining the influence of emotion regulation. Journal of Experimental Psychology: General, 137, 691-705.
A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
Do I Belong? How Negative Intellectual Stereotypes Undermine People’s Sense of Social Belonging in School and How to Fix It
Walton, G. M. & Carr, P. B. (2012). Do I belong? How negative intellectual stereotypes undermine people’s sense of social belonging in school and how to fix it. In M. Inzlicht & T. Schmader (Eds.) Stereotype threat: Theory, processes, and application (pp. 89-106). Oxford, England: Oxford University Press.

Students with Disabilities

Family Assets, Postsecondary Education, and Students with Disabilities: Building on Progress and Overcoming Challenges
Cheatham, G. A., Smith, S. J., Elliott, W., & Friedline, T. (2013). Family assets, postsecondary education, and students with disabilities: Building on progress and overcoming challenges. Children and Youth Services Review, 35(7), 1078–1086. doi:10.1016/j.childyouth.2013.04.019
Why I Dread the Accommodations Talk
Hornstein, H. (2017). Why I dread the accommodations talk. The Chronicle of Higher Education. Retrieved from http://www.chronicle.com/article/Why-I-Dread-the-Accommodations/239571
The Accommodations Talk: Removing the Dread and Promoting Inclusivity
Jain, N., & Meeks, L. (2017). The accommodations talk: Removing the dread and promoting inclusivity. LinkedIn. Retrieved from https://www.linkedin.com/pulse/accommodations-talk-removing-dread-promoting-neera-r-jain-meeks-phd
Why We Dread Disability Myths
Wood, T., Meyer, C., & May, D. (2017). Why we dread disability myths. The Chronicle of Higher Education. Retrieved from http://www.chronicle.com/article/Why-We-Dread-Disability-Myths/240156/

Supporting Male Students of Color

Increasing the Enrollment, Retention, and Success of Men of Color in Community Colleges
Harris, Frank and J. Luke Wood, Association of Community College Trustees (ACCT), Oct. 2022.

Impact of Gender

A Threatening Intellectual Environment: Why Females are Susceptible to Experiencing Problem-Solving Deficits in the Presence of Males
Inzlicht, M. & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science, 11, 365-371.
Combating Stereotype Threat: The Effect of Self-Affirmation on Women’s Intellectual Performance
Martens, A., Johns, M., Greenberg, J., & Schimel, J. (2006). Combating stereotype threat: The effect of self-affirmation on women’s intellectual performance. Journal of Experimental Social Psychology, 42, 236-243.
Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation
Miyake, A., Smith-Kost, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234-1237.

Impact of Race

Reducing the Effect of Stereotype Threat on African American College Students by Shaping Theories of Intelligence
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effect of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113-125.
Reducing the Racial Achievement Gap: A Social-Psychological Intervention
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307-1310.
A Barrier of Mistrust: How Stereotypes Affect Cross-Race Mentoring
Cohen, G. L. & Steele, C. M. (2002). A barrier of mistrust: How stereotypes affect cross-race mentoring. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 305–331). Oxford, England: Academic Press.
The Mentor’s Dilemma: Providing Critical Feedback across the Racial Divide
Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25, 1302–1318.
Clearing the Air: The Effect of Experimenter Race on Target’s Test Performance and Subjective Experience
Marx, D. M. & Goff, P. A. (2005). Clearing the air: The effect of experimenter race on target’s test performance and subjective experience. British Journal of Social Psychology, 44, 645-657.
Can Cross-Group Friendships Influence Minority Students’ Wellbeing at Historically White Universities?
Mendoza-Denton, R., & Page-Gould, E. (2008). Can cross-group friendships influence minority students’ well being at historically White universities? Psychological Science, 19, 933-939.
A Question of Belonging: Race, Social Fit, and Achievement
Walton, G. M. & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82-96.
A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
Walton, G. M. & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331,1447-1451.
Breaking the Cycle of Mistrust: Wise Interventions to Provide Critical Feedback across the Racial Divide
Yeager, D., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W., Williams, M., & Cohen, G. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology, 143(2), 804-824.

Implicit Bias

Long-term reduction in implicit race bias: A prejudice habit-breaking intervention
Devine, P.G. et. al.(2012) Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology 48(6): 1267–1278. doi: doi.org/10.1016/j.jesp.2012.06.003
Nothing to Add: A Challenge to White Silence in Racial Discussions
DiAngelo, R. (2012). Nothing to add: A challenge to white silence in racial discussions. Understand & Dismantling Privilege, 2(1).
Is This How Discrimination Ends? Trainings and workshops geared toward eliminating people’s hidden prejudices are all the rage—but many don’t work. Now the psychologist who made the case for "implicit bias" wants to cure it
Nordell, J. (2017, May 7) Is This How Discrimination Ends? Trainings and workshops geared toward eliminating people’s hidden prejudices are all the rage—but many don’t work. Now the psychologist who made the case for "implicit bias" wants to cure it. The Atlantic. Retrieved from https://www.theatlantic.com/science/archive/2017/05/unconscious-bias-training/525405/
Policing in Black & White
Weir, K. (2016, Dec.) Policing in Black & White. Monitor on Psychology, 36-43. Retrieved from http://www.apamonitor-digital.org/apamonitor/201612/?pm=2&u1=friend&pg=NaN#pgNaN