Affirming the Interdependent Self: Implications for Latino Student Performance. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Covarrubias, Rebecca; Herrmann, Sarah D.; Fryberg, Stephanie A.
• Is Part Of: Basic and applied social psychology. Volume 38:Issue 1(2016)
• Page Start: 47
• Page End: 57
• Publication Date: 2016-01-02
• Subjects: Social psychology -- Periodicals; 302.05
• DOI: 10.1080/01973533.2015.1129609
• Languages: English
• ISSNs: 0197-3533

Abstract

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.