1 Rivas‐Drake, D., Seaton, E. K., Markstrom, C., Quintana, S., Syed, M., Lee, R. M., ... & Ethnic and Racial Identity in the 21st Century Study Group. (2014). Ethnic and racial identity in adolescence: Implications for psychosocial, academic, and health outcomes. Child development, 85(1), 40-57.
2 Möller, J., Zitzmann, S., Helm, F., Machts, N., & Wolff, F. (2020). A meta-analysis of relations between achievement and self-concept. Review of Educational Research, 90(3), 376-419.
3 Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1-34.
4 Papageorge, N. W., Gershenson, S., & Kang, K. M. (2020). Teacher expectations matter. Review of Economics and Statistics, 102(2), 234-251.
5 López, F. A. (2017). Altering the trajectory of the self-fulfilling prophecy: Asset-based pedagogy and classroom dynamics. Journal of Teacher Education, 68(2), 193-212.
6 Matthews, J. S., & López, F. (2019). Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children. Contemporary Educational Psychology, 57, 72-86.
7 Hanushek, E. A., Peterson, P. E., Talpey, L. M., & Woessmann, L. (2019). The unwavering SES achievement gap: Trends in US student performance (No. w25648). National Bureau of Economic Research.