Some groups of students—typically those who have suffered because of historical inequality in society—disproportionately experience psychological barriers to educational success. These psychological barriers—feelings of threat to their social identity and the sense that their identity is incompatible with educational success—make substantial contributions to inequalities in educational outcomes between groups, even beyond economic, historical, and structural inequalities. A range of wise psychological interventions can help remove these barriers by targeting students’ subjective interpretation of their local educational context. In this review, we outline the Identities in Context model of educational inequalities, which proposes that interactions between students’ social identities and features of the local educational context—expectations about a group's academic performance, a group's representation in positions associated with academic success, and a group's orientation towards education—can trigger social identity threat and identity incompatibility in ways that vary considerably across contexts. We present an implementation process, based on the Identities in Context model, that academic researchers, policymakers, and practitioners can follow to help them choose and tailor wise interventions that are effective in reducing educational inequalities in their local context. Throughout the review, we make policy recommendations regarding how educational practices can be altered to help remove psychological barriers for underperforming groups of students and so reduce educational inequalities.

中文翻译：

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用社会心理学解决教育不平等问题：身份，情境和干预

一些学生群体（通常是那些由于社会历史上的不平等而遭受苦难的学生）过分地遇到了阻碍教育成功的心理障碍。这些心理障碍（对他们的社会身份的威胁感以及他们的身份与教育成功不相容的感觉）为群体之间的教育成果不平等做出了巨大贡献，甚至超出了经济，历史和结构上的不平等。一系列明智的心理干预可以通过针对学生对当地教育背景的主观解释来帮助消除这些障碍。在这篇评论中，我们概述了上下文中的身份教育不平等的模型，该模型建议学生的社会身份与当地教育背景特征之间的相互作用（对一个小组的学业表现的期望，一个小组与学业成就相关的位置的代表以及一个小组对教育的取向）之间的相互作用可以触发社会认同感威胁和身份不兼容的方式因情况而异。我们基于上下文中的身份提出了一个实现过程这种模式，学术研究人员，政策制定者和从业人员可以遵循，以帮助他们选择和量身定制明智的干预措施，这些干预措施可以有效地减少当地情况下的教育不平等现象。在整个审查过程中，我们就如何改变教育习惯提出政策建议，以帮助消除表现欠佳的学生群体的心理障碍，从而减少教育不平等现象。