RESEARCH LIBRARY

This research brief provides an overview of a paper by Parker Goyer, Geoffrey Cohen, Jason Okonofua, Gregory Walton, and colleagues, exploring recursive cycles between students and teachers that are fueled by harmful stereotypes that allege that black and Latino boys are "troublemakers," and that lead to disproportionate rates of exclusionary discipline for these groups. The brief outlines two studies in which the researchers used interventions to affirm students' identities and provided students an alternate narrative with which to understand interactions with teachers. The brief describes the study design, key findings, and implications.