Utilizing Identity-Based Processes to Reduce the Black-White Suspension Disparity at Scale across a School District

Teachers often view Black students as troublemakers who are deserving of discipline, and Black students are conscious of “Black troublemaker” stereotypes, leading to negative identity shifts when disciplined. Targeting these identity-linked processes, self-affirmation was experimentally deployed across 11 middle schools, reducing the Black-White suspension disparity 45% in the school district.