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Motivated forgetting describes the desire to avoid bringing to mind unpleasant memories that threaten the self and has been well supported by both clinical and social psychological literature. In this study, I extend a motivated forgetting framework to the mathematics classrooms where many people report a high degree of stress and have their intellectual identity threatened. Hence, I examine whether students’ motive to protect their self-integrity plays a role in forgetting as a function of individual differences in math identity and weekly reports of course stress. One hundred and twenty-nine undergraduate students from an advance-level math course reported their math identity and ongoing course stress via text message. We collected students’ final exam scores and also asked students to complete the same final exam two weeks after completing the course. The results show that among students who hold higher levels of math identity, experiencing higher stress from the course was associated with greater amount of forgetting after the completion of the course. Possible accounts of forgetting and education implications are discussed.

Three studies examine unique experiences Asians and Latinos in the United States have with regard to their ethnic group identification. Previous research suggests that Asians and Latinos identify more strongly with their national origin group (i.e., China or Mexico) than with their pan-ethnic group (i.e., Asian or Latino). However, national origin groups are often not acknowledged in a manner that is consistent with an individual's self-view. In some cases, the individual's national origin group is seen as part of a homogeneous group (e.g., Latinos) and thus, interchangeable with another national origin group (e.g., Mexican is the same as Puerto Rican because all Latinos are the same). In other cases, one is mistakenly categorized into a national origin group in which one is not a member (e.g., thinking a Puerto Rican individual is Mexican). Three studies offer a novel social psychological perspective on understudied experiences that Asians and Latinos have in the U.S. with their national origin identities. By examining real-life experiences with how national origin identities are treated by others as well as examining the experimental effects of national origin identity treatment, the three studies provide evidence that national origin identities are significant, self-relevant identities to Asians and Latinos and that those identities need to be treated in a way that is consistent with individuals' self-views. The lack thereof can have negative effects on self-reported psychological well-being, outgroup evaluations, and other psychological consequences. More importantly, acknowledging the national origin identity in a manner that is consistent with self-view can have positive downstream effects on self-reported psychological well-being. It is important that these understudied experiences continue to be examined as they become increasingly important in two of the fastest growing ethnic minority groups in the U.S.