Project Overview

This study is a randomized trial of a social-psychological intervention designed to promote the academic performance of minority students by buffering them against stereotype threat. A large body of lab-experimental evidence and several recent field-experimental studies suggest that the anxiety experienced by minority students in evaluative settings when a stereotyped social identity is salient (i.e., stereotype threat) compromises cognitive performance. This replication study examines the efficacy of a writing intervention in reducing achievement gaps among middle school students. Professor Thomas S. Dee is directing this study with support from the Spencer Foundation and the Institute of Education Sciences (IES).