CNRS-INSB UCA
CNRS-INSHS
lapsco
LAboratoire de Psychologie
Sociale et COgnitive

UMR 6024 UCA-CNRS
L'étude de la cognition depuis ses bases cérébrales jusqu'à sa régulation sous l'influence de l'environnement social

DERNIÈRES PUBLICATIONS
Spatola, N., & Normand, A. (2020). Human vs. machine : the psychological and behavioral consequences of being compared to an outperforming artificial agent. Psychological Research, 1-11. doi : 10.1007/s00426-020-01317-0
Troian-Adam J., Bonetto E., Varet F., Arciszewski T. & Dezecache G. (in press). Explaining social behaviour in response to death-related threats : The conspecific loss compensation mechanism. Evolutionary Behavioral Sciences.
Dezecache G., Frith C.D. & Deroy O. (2020). Pandemics and the great evolutionary mismatch. Current Biology, 30, R1-R3.
SÉMINAIRES
01/07/2021 Matthew EASTERBROOK

Using social psychology to tackle educational inequalities : Identities, contexts, and interventions. (Teams, 10h30-11h30)

23/09/ 2021 – Hyeonjeong JEONG

Brain mechanisms of language acquisition through social interaction. (Teams, 10h00-11h30)

ÉVÉNEMENTS
Enseignement et formation 2021

Juin 2021. Conditions d’admission en thèse

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Accueil > Séminaires

01/07/2021 Matthew EASTERBROOK

par Ludovic FERRAND - publié le , mis à jour le

Using social psychology to tackle educational inequalities : Identities, contexts, and interventions

Date : 01 juillet 2021
Heure : 10h30 - 11h30
Lieu : Teams

Abstract

Some groups of students—such as some ethnic minorities or those from lower class backgrounds—on average achieve much lower academic grades and are much less likely to progress within the education system than other groups. Social psychological or “wise” interventions can be incredibly effective at improving outcomes for these groups of students ; however their effectiveness, and the groups that benefit from them, vary considerably across contexts and they can even—in some circumstances—be harmful. In this talk, I present the Identities in Context model of educational inequalities, which emphasises the importance of gaining a deep understanding of the extent to which features of the local educational context are creating social psychological barriers to success for some groups of students. I then suggest a research protocol for researchers and practitioners to follow in order to a) identify which, if any, social psychological barriers are disrupting the educational performance of which groups of students in their local context and b) if such barriers exist, to choose, tailor, implement, and evaluate a psychological intervention that is likely to be effective at reducing those barriers and so improve outcomes for those groups. Finally, I will present some preliminary, unpublished findings from my lab that show the how this protocol has been used to reduce sanctions for poor behaviour and improve attendance in schools in a locality in England.

Speaker

Matthew EASTERBROOK (University of Sussex, UK)