Author: Hanselman, Paul, & Bruch, Sarah K.

Title: Threat in Context: School Moderation of the Impact of Social Identity Threat on Racial/ Ethnic Achievement Gaps

University Affiliation: University of Wiscnsin


Research Question:

1. Are the benefits of self-affirmation for Black and Hispanic middle school students greater in potentially more threatening school contexts, characterized by the group presence and relative academic position of racially marginalized students?

2. What are the prospects of these interventions to close racial achievement gaps in more and less threatening school environments?

Published: Yes

Journal Name or Institutional Affiliation: Sociology of Education

Journal Entry: Vol. 87 No. 2 Pp. 106-124

Year: 2014


Scholarship Type Journal Article Empirical Research

Keywords: Achievement Gap, Composition, Racial Composition

Regions Midwest

Methodologies: Quantitative

Research Designs: Secondary Data

Method of Analysis: Descriptive Statistics

Sampling Frame: 7th grade students

Sample Types: Population

Unit of Analysis: School, Student

Data Types: Quantitative-Cross Sectional

Data Description:


Entry Created at: 2016-07-02 15:56:22 UTC
Last Update: 2017-06-20 17:07:29 UTC