Values affirmation is effective at improving achievement of minority middle school students, with effects that persist for 2 years. Effect was also generalized beyond suburban African Americans to immigrant, economically disadvantaged Latino Americans.
Cohen, G. L., Garcia, J., Purdie-Vaugns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400-403.
Cohen, G. L., & Garcia, J. (2008). Identity, belonging, and achievement: A model, interventions, implications. Current Directions in Psychological Science, 17, 365-369.
Purdie-Vaughns, V., Cohen, G. L., Garcia, J., Sumner, R., Cook, J. C., & Apfel, N. H. (2009). Improving minority academic performance: How a values-affirmation intervention works. Teachers College Record, September 23.
Miyake, A., Kost-Smith, L., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (in press). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science.
Cohen, G. L. (in press). Social psychology and educational intervention, J. Hanson (Ed.), Ideology, psychology, and law.