The Achievement Gap Initiative


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This scholar is one of a number of scholars at Harvard and other leading universities whose research focuses on the nation's achievement gaps. These scholars represent a cross section of academic disciplines--Education, Economics, Public and Social Policy, Sociology and Law. They represent the broad base of research and knowledge necessary to understanding the complex issues contributing to Achievement Gaps.

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Daphna Oyserman, Professor, Department of Psychology Professor, School of Social Work Research Professor, Institute for Social Research Director, Michigan Prevention Research Training Program University of Michigan

University of Michigan

Scholar's website

Daphna Oyserman (Ph.D., University of Michigan) holds joint appointments at the University of Michigan as a Professor of Psychology, a Professor of Social Work, and Research Professor at the Institute for Social Research.  She is a Fellow of the Association for Psychological Science and the American Psychological Association; honors also include:  Research Scholar Award, W.T. Grant Foundation; Society for Social Work Research Best Scholarly Contribution Award; and an ISI Essential Science Indicators Top 3 Hot Papers Psychology/Psychiatry listing. She has published over 100 journal articles and book chapters and is currently writing a book entitled Pathways for Youth (Oxford University Press) describing her identity-based motivation model and its application to school-based intervention with African American and Latino low-income adolescents including both the intervention manual and evaluation results. Her research focuses on two main themes, first, that motivation is often identity-based and second, that contextually situated cultural frameworks influence both what and how we think. In addition to basic research on these processes, she has developed interventions focused on intergroup relations and the achievement gap.

Papers on the AGI website:

2007	Identity-based motivation and health

Video presentations on the AGI website:

June 2007	Fitting in matters: markers of in-group belonging and academic outcomes academic outcomes
June 2007	How enriched images of possible selves enhance school engagement: evidence from an experiment