Self‐affirmation and test performance in ethnically diverse schools: A new dual‐identity affirmation intervention-Reference-Cited by-同舟云学术

Self‐affirmation and test performance in ethnically diverse schools: A new dual‐identity affirmation intervention

Published:2021-03-02 Issue:3 Volume:77 Page:824-850
ISSN:0022-4537
Container-title:Journal of Social Issues
language:en
Short-container-title:J Soc Issues

Author:

Celeste Laura¹^ORCID,Baysu Gülseli²^ORCID,Phalet Karen¹,Brown Rupert³

Affiliation:

1. University of Leuven Leuven Belgium

2. Queen's University Belfast Belfast UK

3. Sussex University Brighton UK

Publisher

Wiley

Subject

General Social Sciences

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/josi.12418

Reference68 articles.

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2. The influence of stereotype threat on immigrants: review and meta-analysis

3. Minority Adolescents in Ethnically Diverse Schools: Perceptions of Equal Treatment Buffer Threat Effects

4. How Diversity Approaches Affect Ethnic Minority and Majority Adolescents: Teacher–Student Relationship Trajectories and School Outcomes

5. Dual Identity as a Two-Edged Sword

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