Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention
Thomas S. Dee · 2014 · Journal of Research on Educational Effectiveness
WASTE classifies this as Replication Failure · AI classification, approximate
A previously reported effect did not replicate here — verify it holds before you build on it.
Abstract (excerpt)
One provocative explanation for the continued persistence of minority achievement gaps involves the performance-dampening anxiety thought to be experienced by minority students in highly evaluative settings (i.e., “stereotype threat”).…
Excerpt shown for reference under fair use — read the full paper at the publisher.
Hosted by the publisher — may require access.
About to run something similar?
Run an AI Precheck on your own design to catch failure modes like this one before you spend the time. Your first desk check is free.
Related failures
Investigating Variation in Replicability
Negative / Null Result ReportMany Labs 2: Investigating Variation in Replicability Across Samples and Settings
Failed Experiment ReportGetting Ahead in the Communist Party: Explaining the Advancement of Central Committee Members in China
Negative / Null Result ReportReducing implicit racial preferences: II. Intervention effectiveness across time.
Negative / Null Result ReportTHE IMPACT OF IMMIGRATION ON THE STRUCTURE OF WAGES: THEORY AND EVIDENCE FROM BRITAIN
Negative / Null Result ReportRevisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes
WASTE indexes this work — it does not host or republish it. Failure-type classification is automated and approximate.
Metadata source: OpenAlex · DOI 10.1080/19345747.2014.906009