Lower ethnic minority achievement (relative to national average achievement levels) remains a concern in many countries, and affirmation interventions offer a promising approach to help reduce the relative achievement gap. We compared the effects of a conventional self-affirmation intervention with a dual-identity affirmation on test performance in a super-diverse school that primarily served students from ethnic and cultural minority backgrounds (56% Black), in London, UK (N = 179, M_age = 12.29). A randomized design consisted of a new dual-identity condition, a traditional self-affirmation condition, and two control conditions—a “one-group” condition and a non-affirmation control condition. Teachers implemented the interventions in class, and test performance was the outcome measure. As expected, Black pupils outperformed non-Black pupils when they undertook a dual-identity affirmation exercise, while non-Black pupils outperformed Black pupils in the traditional self-affirmation condition. Stereotype threat partially mediated this effect: dual-identity was less threatening for Black pupils than for non-Black pupils, increasing the test performance of Black pupils. We propose dual-identity affirmation as a promising affirmation intervention to reduce threat and improve the academic performance of lower achieving ethnic minorities in ethnically diverse settings. Implications for teachers as key players in affirmation interventions are discussed.

中文翻译：

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种族多元化学校的自我肯定和考试成绩：一种新的双重身份肯定干预

在许多国家，少数族裔成就较低（相对于国家平均成就水平）仍然是一个问题，肯定干预提供了一种有希望的方法来帮助减少相对成就差距。我们在英国伦敦 ( N = 179 ) 主要为少数民族和文化少数背景的学生（56% 黑人）提供服务的超级多元化学校中，比较了传统的自我肯定干预与双重身份确认对考试成绩的影响，中号_年龄= 12.29）。随机设计包括新的双重身份条件、传统的自我肯定条件和两个控制条件——“一组”条件和非肯定控制条件。教师在课堂上实施干预，测试成绩是结果衡量标准。正如预期的那样，黑人学生在进行双重身份肯定练习时的表现优于非黑人学生，而在传统的自我肯定条件下，非黑人学生的表现优于黑人学生。刻板印象威胁部分调节了这种影响：双重身份对黑人学生的威胁小于对非黑人学生的威胁，从而提高了黑人学生的考试成绩。我们建议双重身份确认作为一种有希望的确认干预措施，以减少威胁并提高在种族多样化环境中成绩较差的少数民族的学业成绩。讨论了教师作为肯定干预的关键参与者的影响。