Students racialized as Black often experience forms of marginalization and encounter unique obstacles in their educational paths. As a result, more inclusive and tailored forms of support should be developed. Working to better support Black students should be initiated through two complementary sides—through that of the instructor and the scientist. First, we consider the importance of identity-safety and detail identity-based barriers Black students experience in their learning environments. We then define the notion of cognitive universals and discuss how it limits the effectiveness of science and its translation to more inclusive practices. We argue that to strengthen tailored forms of student support, we must move beyond focusing only on cognitive universals and more carefully consider heterogeneity of effects. To support our argument, we present evidence-based strategies from cognitive and learning science and educational interventions research to combat identity-based barriers and boost learning gains. Overall, we urge instructors and scientists to consider a variety of techniques to create more identity-safe and inclusive learning environments for Black students.

中文翻译：

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实现包容性和身份安全的学习，以支持种族学生的成就


被视为黑人的学生经常会经历各种形式的边缘化，并在他们的教育道路上遇到独特的障碍。因此，应制定更具包容性和针对性的支持形式。更好地支持黑人学生的工作应该从两个互补的方面开始——通过教师和科学家。首先，我们考虑身份安全的重要性，并详细说明黑人学生在学习环境中遇到的基于身份的障碍。然后，我们定义认知普遍性的概念，并讨论它如何限制科学的有效性及其如何转化为更具包容性的实践。我们认为，为了加强量身定制的学生支持形式，我们必须不仅仅关注认知普遍性，还要更仔细地考虑效果的异质性。为了支持我们的论点，我们提出了来自认知和学习科学以及教育干预研究的基于证据的策略，以克服基于身份的障碍并提高学习成果。总的来说，我们敦促教师和科学家考虑各种技术，为黑人学生创造更加身份安全和包容的学习环境。