We conduct field-experiments in classrooms to build and test social psychological theory while fostering student success. Most of this work uses Ecological Belonging Interventions and Self-Affirmation Interventions across middle school to college classes, addressing identity threats and belonging concerns that shape motivation, performance, and engagement.
Ecological Belonging interventions use classroom-level randomization to support belonging through a semi-structured peer discussion that is designed to change the way students construct the meaning of adversity in the course. Self-affirmation interventions, by contrast, are delivered individually with random assignment. When students affirm their core values, it changes the way they perceive threats and challenges in academic settings.
Shaping classroom environments to boost belonging, engagement, and learning.
Using brief values-affirmation exercises to help students navigate academic challenges.