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Using two independent double-blind randomized field trials with over 2,000 seventh graders across 11 middle schools, the intervention is tested against stereotypes that frame Black students as “troublemakers.” Confirmed effects show reductions in Black–White suspension and office disciplinary referral gaps by about two thirds, with larger benefits for students with prior infractions, improving access to positive identity resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-replicable-identity-based-intervention-reduces-the-black-white-suspension-gap-at-scale/591120/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-replicable-identity-based-intervention-reduces-the-black-white-suspension-gap-at-scale/591120.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the identity-based intervention target?","Question",{"text":112,"@type":113},"It targets stereotypes that label Black students as “troublemakers,” which students may internalize as part of their identities and which contribute to higher suspension rates.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the intervention tested in the study?",{"text":117,"@type":113},"The intervention was evaluated in two independent double-blind randomized field trials with over 2,000 seventh graders across 11 middle schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main outcomes for disciplinary measures?",{"text":121,"@type":113},"Treatment effects reduced Black–White gaps in suspensions and office disciplinary referrals by approximately two thirds, with even greater impacts for Black students with prior infractions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591120,1792172144,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","American Educational Research Journal April 2022, Vol. 59, No. 2, pp. 284–314 DOI: 10.3102/00028312211042251  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)  \n􀀂 2021 AERA. [https://journals.sagepub.com/home/aer](https://journals.sagepub.com/home/aer)  \nA Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale  \nGeoffrey D. Borman  \nArizona State University  \nJaymes Pyne  \nStanford University  \nChristopher S. Rozek Washington University in St. Louis Alex Schmidt  \nChristensen Associates  \nNationally, educators suspend Black students at greater rates than any other group. This disproportionality isfueled by stereotypes casting Black students as‘‘troublemakers’’—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and mitigate the racial suspension gap. The self-affirmation intervention helps students access positive aspects of their identities less associated with troublemaking in school.  \nGEOFFREY D. BORMAN is the Alice Wiley Snell Endowed Professor at Mary Lou Fulton Teachers College, Arizona State University, H.B. Farmer Education Building, 1050 South Forest Mall, Tempe, AZ 85281; [email:](email: gborman@asu.edu. His)[ gborman@asu.edu](email: gborman@asu.edu. His)[. His](email: gborman@asu.edu. His) research interests include the design and analysis of large-scale randomized trials, racial/ethnic stereotypes, and how students’ social-psychological mindsets can foster or hinder school success.  \nJAYMES PYNE is a sociologist and a research associate in the Graduate School of Education at Stanford University, using experimental, quasi-experimental, and corre[lational designs to understand social policy and theory. He writes on how the U.S. edu](lational designs to understand social policy and theory. He writes on how the U.S. edu)cation and criminal justice systems produce punishment, social engagement, and inequality.  \nCHRISTOPHER S. ROZEK is an assistant professor in the Department of Education at Washington University in St. Louis. Using laboratory and field experimental studies, along with longitudinal designs, he examines how societal and social contexts shape the psychological factors associated with students’ motivation and success.  \nALEX SCHMIDT is a researcher at Christensen Associates and completed his PhD in sociology at the University of Wisconsin-Madison. His academic research explores the effects of educational and social policies on academic outcomes.  \nReducing the Suspension Gap  \nConfirmed in both trials, treatment effects cut Black-White suspension and office disciplinary referral gaps during seventh and eighth grade by approximately two thirds, with even greater impacts for Black students with prior infractions.  \nKEYWORDS: school discipline, social-psychological interventions, selfaffirmation, identity threat  \nSuspension, or the temporary removal of students from the regular educa  \ntional program for real or perceived violations of school rules or policies, is a widely used and contentious disciplinary practice in U.S. public schools. The use ofexclusionary discipline practices has become an issue ofsocial justice, both with respect to historically discriminated groups and universally under the belief that no student should be denied the opportunity to access a free public education. In particular, Black1 students are at greater risk than any other group for being suspended (Gregory et al., 2010; U.S. Department of Education Office for Civil Rights,2016)and this racial disciplinarygap can interfere with Blackstudents’ opportunities to learn, thus explaining a sizeable portion of national achievement gaps (Morris & Perry, 2016; Pearman et al., 2019) .  \nSuspended students are subsequently at greater risk of high ","cbCaisdgpaV46WDM","https://ap.wps.com/l/cbCaisdgpaV46WDM","pdf",514817,31,"English","# Reducing the Suspension Gap\n## Intervention design and target of identity-based stereotypes\n## Effects on suspension and disciplinary referrals","[{\"question\":\"What problem does the identity-based intervention target?\",\"answer\":\"It targets stereotypes that label Black students as “troublemakers,” which students may internalize as part of their identities and which contribute to higher suspension rates.\"},{\"question\":\"How was the intervention tested in the study?\",\"answer\":\"The intervention was evaluated in two independent double-blind randomized field trials with over 2,000 seventh graders across 11 middle schools.\"},{\"question\":\"What were the main outcomes for disciplinary measures?\",\"answer\":\"Treatment effects reduced Black–White gaps in suspensions and office disciplinary referrals by approximately two thirds, with even greater impacts for Black students with prior infractions.\"}]","A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale | PDF",1792071167,78]