Does a Universal Ethnic-Racial Identity Intervention Promote Psychosocial and Academic Outcomes and Reduce Racial-Ethnic Disparities?

In our deeply divided legal and political climate, it is important to identify interventions that can improve the academic and psychosocial outcomes of disadvantaged students while avoiding claims of reverse discrimination. Psychologists Emma Adam and Adriana Umaña-Taylor will evaluate how a universally targeted ethnic-racial identity intervention offered to high school first-year students impacts academic, psychological, and social outcomes. They will analyze participants’ GPAs, standardized test scores, and Ethnic Identity Scale scores for their study.