Self-Affirmation Facilitates Minority Middle Schoolers’ Progress Along College Trajectories
Goyer, J.P., Garcia, J., Purdie-Vaughns, V., Binning, K.R., Cook, J.E., Reeves, S.L., & Cohen, G.L. (2017). Proceedings of the National Academy of Sciences, 114(29), 7594-7599.
Mining a Written Values Affirmation Intervention to Identify the Unique Linguistic Features of Stigmatized Groups
*Riddle, T.A., Bhagavatula, S., Guo, W., Muresan, S., Cohen, G.L, Cook, J.E., & Purdie-Vaughns, V. (2015). Proceedings of the International Conference on Educational Data Mining (EDM 2015). Madrid, Spain.
Deflecting the Trajectory and Changing the Narrative: How Self-Affirmation Affects Academic Performance and Motivation Under Identity Threat
Sherman, D.K., Hartson, K.A., Binning, K.R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., Tomassetti, S., Nussbaum, D.A., & Cohen, G.L. (2013). Journal of Personality and Social Psychology, 104(4), 591-618.
An Identity Threat Perspective on Intervention
Cohen, G.L., Purdie-Vaughns, V., & Garcia, J. (2012). In M. Inzlicht & T. Schmader (Eds.), Stereotype Threat: Theory, Process, and Application (pp. 280- 296). New York, NY: Oxford University Press.
Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
Cohen, G.L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Science, 324(5925), 400-403.
Improving Minority Academic Performance: How a Values-Affirmation Intervention Works
Purdie-Vaughns, V., Cohen, G.L., Garcia, J., *Sumner, R., Cook, J.E., & Apfel, N.H. (2009). Teachers College Record, September 23, 2009.