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Direct linkDee, Thomas S. – Journal of Research on Educational Effectiveness, 2015
One provocative explanation for the continued persistence of minority achievement gaps involves the performance-dampening anxiety thought to be experienced by minority students in highly evaluative settings (i.e., "stereotype threat"). Recent field-experimental studies suggest that modest, low-cost "buffering" interventions…
Descriptors: Minority Group Students, Achievement Gap, Intervention, Self Efficacy
