Minorities, college enrollment, and self-affirmations

In two studies collectively involving more than 500 US middle school students assigned to periodically write about self-affirming topics or neutral subjects, Latino Americans who wrote self-affirmations had a higher probability of entering a college-readiness track 2 years later than Latino Americans who wrote about neutral subjects, and African Americans who wrote self-affirmations were more likely to attend college 7-9 years later than African Americans who wrote about neutral subjects.

Article #16-17923: “Self-affirmation facilitates minority middle schoolers' progress along college trajectories,” by J. Parker Goyer et al.