Department of Psychology, Stanford University, Stanford, CA 94305;
Graduate School of Education, Stanford University, Stanford, CA 94305.
Proc Natl Acad Sci U S A. 2017 Jul 18;114(29):7594-7599. doi: 10.1073/pnas.1617923114. Epub 2017 Jun 19.
Small but timely experiences can have long-term benefits when their psychological effects interact with institutional processes. In a follow-up of two randomized field experiments, a brief values affirmation intervention designed to buffer minority middle schoolers against the threat of negative stereotypes had long-term benefits on college-relevant outcomes. In study 1, conducted in the Mountain West, the intervention increased Latino Americans' probability of entering a college readiness track rather than a remedial one near the transition to high school 2 y later. In study 2, conducted in the Northeast, the intervention increased African Americans' probability of college enrollment 7-9 y later. Among those who enrolled in college, affirmed African Americans attended relatively more selective colleges. Lifting a psychological barrier at a key transition can facilitate students' access to positive institutional channels, giving rise to accumulative benefits.
当心理效应与制度进程相互作用时，即使是微小但及时的体验也能产生长期的好处。在两项随机实地实验的后续研究中，一项旨在缓冲少数族裔中学生免受负面刻板印象威胁的简短价值观肯定干预措施，对与大学相关的结果产生了长期的好处。在第一项在山区西部进行的研究中，该干预措施增加了拉丁裔美国人进入大学预备轨道的可能性，而不是在高中过渡后进入补救轨道。在第二项在东北部进行的研究中，该干预措施增加了非洲裔美国人在 7-9 年后上大学的可能性。在那些上了大学的人中，被肯定的非洲裔美国人上的是相对更具选择性的大学。在关键转折点消除心理障碍，可以为学生提供更多进入积极制度渠道的机会，从而产生累积效益。
