Affirming the Interdependent Self: Implications for Latino Student Performance |
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Authors: | Rebecca Covarrubias Sarah D. Herrmann Stephanie A. Fryberg |
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Affiliation: | 1. University of California, Santa Cruz;2. Arizona State University;3. University of Washington |
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Abstract: | We examined whether culture-relevant affirmations that focus on family (i.e., family affirmation) would enhance performance for Latino students compared to affirmations that focus on the individual (i.e., self-affirmation). In Study 1 (N = 82), Latino middle school students exposed to a family affirmation outperformed Latino students exposed to a self-affirmation. In Study 2 (N = 269), Latino college students exposed to a family affirmation outperformed Latino students exposed to a self-affirmation and outperformed European American students across conditions. European American students performed equally well across conditions. The findings suggest that culture provides a meaningful framework for developing effective classroom strategies. |
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