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Borman, G. D., Pyne, J., Rozek, C. S., & Schmidt, A. (2021). A replicable identity-based intervention reduces the Black-White suspension gap at scale. American Educational Research Journal.
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Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313(5791), 1307-1310.
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Maloney, E. A., Sattizahn, J. R., & Beilock, S. L. (2014). Anxiety and cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 5(4), 403-411.
Park, D., Ramirez, G., & Beilock, S. L. (2014). The role of expressive writing in math anxiety. Journal of Experimental Psychology: Applied, 20(2), 103-111.
Porter, M. K., & Masingila, J. O. (2000). Examining the effects of writing on conceptual and procedural knowledge in calculus. Educational Studies in Mathematics, 42(2), 165-177.
Quinn, R. J., & Wilson, M. M. (1997). Writing in the mathematics classroom: Teacher beliefs and practices. The Clearing House, 71(1), 14-20.
Ramirez, G., & Beilock, S. L. (2011). Writing about testing worries boosts exam performance in the classroom. Science, 331(6014), 211-213.