Now that we understand o opportunity g gaps w whats next? t? The - - PowerPoint PPT Presentation

Now that we understand o

• pportunity g

gaps w what’s next? t? The p psychology o

• f s

f small i interventi tions to lift ft student a ach chievement

Valerie Purdie-Greenaway

Columbia University

May 2, 2019

Scholarship • Education • Consulting

4

A Framework for Small Interventions

Psych chology is a a powerf rful s source ce o

• f motivatio

ion Psychology is implicit in all situations

Change your perspective *TEXT HERE*

“Perhaps my most significant finding is that female science majors need far more encouragement than men. The prevailing ethos tends to be, Anyone Who Needs to be Encouraged Shouldn’t Be... Most instructors think that they are being even-handed in their refusal to encourage anyone, not understanding that any male who grows up in this country already receives encouragement, if only in the form of prevailing images of scientists as male that convey that they belong…”

(preface)

Psychology is implicit in all situations

Disambiguate the meaning of critical feedback

Example 1

Critical al f feedbac ack i k is ambi biguous f for s students from

• m u

under er-represented g groups

“Wise feedback” group

[in teacher’s handwriting]:

I’m giving you these comments because I have high standards and I know that you can meet them.

Control group:

[in teacher’s handwriting]:

I’m giving you these comments so you have feedback on your essay.

After “teacher” writes note

Percentage of students revising their essay:

• White students, both conditions:

75%

• Black students, control:

17%

• Black students, intervention:

71%

Middle School Student Feedback Study

Yeager, Purdie-Vaughns, et al., 2013, Journal of Experimental Psychology - Social

Psychology is a powerful source of motivation Psychology is implicit in all situations

Loss of I Institutional Trust f for M Minority Adolescents: A A Consequence ce o

• f Proce

cedural I Injustice a and a Cause o

• f

Colleg ege E e Enrollmen ent

Example 2

Is school really worth the effort? Do teachers and adults treat me with respect? “Will I ill I b fa fair ir c ch “Is this is a p pla lace I can achiev eve? e?”

Is school really worth the effort? Do teachers and adults treat me with respect? “Will ill I be g giv iven a fai air c chan ance?” “Is this is a p pla lace I can achiev eve? e?”

Is school really worth the effort? Do teachers and adults treat me with respect? “Will ill I be g giv iven a fai air c chan ance?” “Is this is a p pla lace I can achiev eve? e?”

Black and Latino adolescents face the added burden of assessing their environments for biases that allege the real and perceived limitations of their group.

• To develop and test a social psychological and developmental

process model for how racial gaps in institutional trust emerge during adolescence and affect long term developmental

• utcomes (i.e., enrollment in college).
• To offer evidence that such gaps and their consequences can

be changed with well-timed “trust-restoring” interventions (i.e., wise feedback).

Our goals

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

What causes institutional trust? What are long term consequences of loss in trust?

Procedural fairness – fair processes to make consequential decisions Personal regard – authorities are respectful and care about one’s best interest (Bryk & Schneider, 2002; Goffman, 1963; Levei, 2009; Purdie-Vaughns, 2008; Tyler, 2006; Tyler et al, 2014)

Adults Adolescents

(10-19 yrs. Old) (Killen, Mulvey, & Hitti, 2013; McKown, 2013; Olson & Dweck, 2008)

(Okonofua, Paunesku, & Walyon, 2016; Okonofua. Walton et al., 2016)

• 61% of African Americans vs. 32% of Whites report low levels of trust

in American society (Taylor, Funk & Clark, 2007)

Social psychological and developmental model of institutional trust loss among minority adolescents

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

Social psychological and developmental model of institutional trust loss among minority adolescents

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

Minority students (11 yrs. old)

• I can't think of a time when an adult disrespected me because I'm aware we

aren't equal so I don't pretend we are. I treat teachers with respect and they return the favor. [Latino student]

• I was walking in the hall way and they stoped me and said pick up that trash on

the ground and I did but it made me pissed [Black student]

• i cant tell if they respect me or not. so i said maybe [Black student]

White students (11 yrs old)

• my teacher to day and was very respectful to me and help where he could [White

student]

• All my teachers respect me equally. They don't treat me better or worse than any
• ther student. Sometimes, when one of my teachers is in a bad mood, they would

get irritated easily by the whole class and not just me.[white student]

Sample quotes from middle school students about teacher and respect

Minority students (11 yrs. old)

• I can't think of a time when an adult disrespected me because I'm aware we

aren't equal so I don't pretend we are. I treat teachers with respect and they return the favor. [Latino student]

• I was walking in the hall way and they sto;pped me and said pick up that trash
• n the ground and I did but it made me pissed [Black student]
• i cant tell if they respect me or not. so i said maybe [Black student]

White students (11 yrs old)

• my teacher to day and was very respectful to me and help where he could [White

student]

• All my teachers respect me equally. They don't treat me better or worse than any
• ther student. Sometimes, when one of my teachers is in a bad mood, they would

get irritated easily by the whole class and not just me.[white student]

Sample quotes from middle school students about teacher and respect

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

METHOD

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

Data, syntax, output: osf.io/3hpu8/

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

Survey sample

• N = 277 middle school students (2 consecutive cohorts)
• 52% female
• 48% African American; 52% White

*Middle school is three years, 6-8th grade (11 years old)

Experimental subsample from 7th grade intervention

• N = 88 middle school students with “B” or “C” grades
• 22 students per racial group (Black/White, 2 consecutive cohorts)

Participants

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

“Wise Feedback” Intervention

Survey measure at each time point National Student Clearinghouse (NSC) data

Two cohorts: Year 2004 Year 2005

Method

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

School trust

6 items: 6-point scale: 1 = very much disagree to 6 = very much agree

• E.g., I am treated fairly by teachers and other adults at SCHOOL NAME.
• E.g., Teachers give me the grades I think I deserve.

Awareness of bias in enforcement of school policies

2 items: 5-point scale: 1 = almost always the Black student not the white student, to 5 = almost always the white student not the Black student

• E.g., If a Black and a White [school name] student did something wrong, who is

more likely to get in trouble for it?”

School records

• Discipline incidents (Range: 0-34), GPA (0 [F]-4.33 [A+]), gender

On time college enrollment

• 1= enrolled at a 4 year college the year after high school, 0 = did not

Measures

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

RESULTS

Yeager, Purdie-Vaughns, Hooper & Cohen, Child Development, 2017

Data, syntax, output: osf.io/3hpu8/

Social reality of the school reveals evidence of racial bias in enforcement of school policies. African American students perceive racial bias in enforcement of school policies (i.e., racial awareness). African American students lose trust in their school, their mental representation of the institution and racial gap in trust develops and widens. African American students show evidence of a recursive process marked by increasing perceptions of racial bias and a relationship between racial bias and school trust. Whites do not. Short term, for African American students, one year’s level of school trust predicts the next year’s level of behavioral defiance of school policies (i.e., discipline incidences). Long term, the damage to school trust in 7th grade predicts on-time enrollment in four-year

• college. This effect is mediated by level of behavioral defiance which impacts 8th grade grades.

This does not occur for White students.

African American students are more likely to be disciplined than their White peers for each year in middle school.

Social reality of the school reveals evidence of racial bias in enforcement of school policies. African American students perceive racial bias in enforcement of school policies (i.e., racial awareness). African American students lose trust in their school, their mental representation of the institution and racial gap in trust develops and widens. African American students show evidence of a recursive process marked by increasing perceptions of racial bias and a relationship between racial bias and school trust. Whites do not. Short term, for African American students, one year’s level of school trust predicts the next year’s level of behavioral defiance of school policies (i.e., discipline incidences). Long term, the damage to school trust in 7th grade predicts on-time enrollment in four-year

• college. This effect is mediated by level of behavioral defiance which impacts 8th grade grades.

This does not occur for White students.

African American students more likely to expect that they, not White students, would be disciplined for same infraction.

Almost always Black kid in trouble Almost always White kid in trouble African American White

Covariates include pre middle school achievement (Note: GPA and test scores), gender and cohort.

Social reality of the school reveals evidence of racial bias in enforcement of school policies. African American students perceive racial bias in enforcement of school policies (i.e., racial awareness). African American students lose trust in their school, their mental representation of the institution and a racial gap in trust develops and widens. African American students show evidence of a recursive process marked by increasing perceptions of racial bias and a relationship between racial bias and school trust. Whites do not. Short term, for African American students, one year’s level of school trust predicts the next year’s level of behavioral defiance of school policies (i.e., discipline incidences). Long term, the damage to school trust in 7th grade predicts on-time enrollment in four-year

• college. This effect is mediated by level of behavioral defiance which impacts 8th grade grades.

This does not occur for White students.

African American students lose trust in their school.

African American White Less trust More trust

Covariates include pre middle school achievement (Note: GPA and test scores), gender and cohort.

Awareness of Bias (reverse-coded) Fall 6th

.68***

Awareness of Bias (reverse-coded) Spring 6th Awareness of Bias (reverse-coded) Fall 7th Awareness of Bias (reverse-coded) Spring 7th Awareness of Bias (reverse-coded)

Fall 8th

Awareness of Bias (reverse-coded) Spring 8th

School Trust Fall 6th School Trust Spring 6th School Trust Fall 7th School Trust Spring 7th School Trust Fall 8th School Trust Spring 8th

Intercept

Fall 6th

Intercept

Fall 6th

Slope

Fall 6th- Spring 8th

Slope

Fall 6th- Spring 8th

1.79*** .05

• 1.58

Recursive process among African A Ame merican students

Awareness of Bias (reverse-coded) Fall 6th 3.06 Awareness of Bias (reverse-coded) Spring 6th Awareness of Bias (reverse-coded) Fall 7th Awareness of Bias (reverse-coded) Spring 7th Awareness of Bias (reverse-coded) Fall 8th Awareness of Bias (reverse-coded) Spring 8th School Trust Fall 6th School Trust Spring 6th School Trust Fall 7th School Trust Spring 7th School Trust Fall 8th School Trust Spring 8th Intercep t Fall 6th Intercept Fall 6th Slope Fall 6th- Spring 8th Slope Fall 6th- Spring 8th .10

• .19

.82

No evidence of recursive processes among Whi hite s stude udents

Social reality of the school reveals evidence of racial bias in enforcement of school policies. African American students perceive racial bias in enforcement of school policies (i.e., racial awareness). African American students lose trust in their school, their mental representation of the institution and racial gap in trust develops and widens. African American students show evidence of a recursive process marked by increasing perceptions of racial bias and a relationship between racial bias and school trust. Whites do not. Short term, for African American students, one year’s level of school trust predicts the next year’s level of behavioral defiance of school policies (i.e., discipline incidences). Long term, the damage to school trust in 7th grade predicts on-time enrollment in four-year

• college. This effect is mediated by level of behavioral defiance which impacts 8th grade grades.

This does not occur for White students.

7th Grade Trust Residual Scores

(Spring regressed on fall)

8th Grade Discipline Incidents

(square-root Transformed)

8th Grade Core Subjects GPA On-time Enrollment At Four-year College

.37***

• .36***
• .24*

Indirect β=.08*

7th Grade Trust Residual Scores

(Spring regressed on fall)

On-time Enrollment At Four-year College

β=.19*

For African A n American s n studen udents, change in 7th grade trust predicts on-time enrollment in a four-college.

Covariates include pre middle school achievement (Note: GPA and test scores), gender and cohort.

7th Grade Trust Residual Scores

(Spring regressed on fall)

8th Grade Discipline Incidents

(square-root Transformed)

8th Grade Core Subjects GPA On-time Enrollment At Four-year College

.50*** Indirect β= -.11***

• .38***
• .22*

Indirect β=.09*

7th Grade Trust Residual Scores

(Spring regressed on fall)

On-time Enrollment At Four-year College

β=.06, p=.48

For White s e studen dents, change in 7th grade trust does not predict

• n-time enrollment in a four-college.

Covariates include pre middle school achievement (Note: GPA and test scores), gender and cohort.

Disrupt recursion by altering mental representation from “teachers are unfair and not worthy of trust” to “teachers are worthy of trust because they believe in me as a person not a stereotype”

“Wise Feedback” Intervention

Survey measure at each time point National Student Clearinghouse (NSC) data

Two cohorts: Year 2004 Year 2005

“Wise feedback:”

I’m giving you these comments because I have high standards and I know that you can meet them.

Intervention administered to subset of African American and White students in 7th grade (double-blind randomized experiment) in their social studies classes (N = 88).

Short term results revealed efficacy of intervention on willingness to revise essay, trust and essay grade published in Yeager, Purdie- Vaughns, Garcia, Apfel, Brzustoski, Master…Cohen, JEP:G, 2014

62% 17% 87% 72%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% White Students African American Students Percent Revising Essay

Criticism + Placebo Criticism + High Standards + Assurance

Percent Revising Essay

(7th grade, 2 cohorts)

Yeager, Purdie-Vaughns, et al. (2014), JEP:General

62% 17% 87% 72%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% White Students African American Students Percent Revising Essay

Criticism + Placebo Criticism + High Standards + Assurance

0.79 3.27 0.73 1.41

0.00 1.00 2.00 3.00 4.00 5.00

White Students African-American Students

Criticism + Placebo Criticism + High Standards + Assurance

Yeager, Purdie-Vaughns, et al. (2017), Developmental Psychology

Percent Revising Essay

(7th grade, 2 cohorts)

Discipline Incidents

(7th grade, 2 cohorts)

“Wise Feedback” Spring of 7th Grade 8th Grade Discipline Incidents

(square-root Transformed)

8th Grade Core Subjects GPA On-time Enrollment At Four-year College

.00

• .49***
• .32**

Indirect β=.16*

“Wise Feedback” Spring of 7th Grade On-time Enrollment At Four-year College

β=.28*

“Wise feedback” intervention (a trust restoring intervention) increased

African A Amer erican s studen ents’ ’ likelihood of on-time enrollment in a four- college.

Covariates include prior achievement (Note: GPA and test scores), pre-intervention trust, gender and cohort.

Social reality of the school reveals evidence of racial bias in enforcement of school policies. African American students perceive racial bias in enforcement of school policies (i.e., racial awareness). African American students lose trust in their school, their mental representation of the institution and racial gap in trust develops and widens. African American students show evidence of a recursive process marked by increasing perceptions of racial bias and a relationship between racial bias and school trust. Whites do not. Short term, for African American students, one year’s level of school trust predicts the next year’s level of behavioral defiance of school policies (i.e., discipline incidences). Long term, the damage to school trust in 7th grade predicts on-time enrollment in four-year

• college. This effect is mediated by level of behavioral defiance which impacts 8th grade grades.

This does not occur for White students.

Psych chology is a a powerf rful s source ce o

• f motivatio

ion Psychology is implicit in all situations