Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes Article

Jordt, Hannah, Eddy, Sarah L, Brazil, Riley et al. (2017). Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes . CBE-LIFE SCIENCES EDUCATION, 16(3), 10.1187/cbe.16-12-0351

Open Access

cited authors

  • Jordt, Hannah; Eddy, Sarah L; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E; King, Katherine; Freeman, Scott

sustainable development goals

authors

publication date

  • September 1, 2017

webpage

published in

keywords

  • AFRICAN-AMERICAN
  • Education & Educational Research
  • Education, Scientific Disciplines
  • GENDER
  • IDENTITY
  • IMPACT
  • INTENTIONS
  • MATH PERFORMANCE
  • METAANALYSIS
  • SCIENCE
  • STEREOTYPE THREAT
  • Social Sciences
  • WOMEN

Digital Object Identifier (DOI)

publisher

  • AMER SOC CELL BIOLOGY

volume

  • 16

issue

  • 3