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Author: Crystal Marie Simmons Publisher: ISBN: Category : Languages : en Pages : 130
Book Description
Abstract Reducing Stereotype Threat in Academically At-Risk African- Americans Students: A Self- Affirmation Intervention by Crystal Marie Simmons Doctor of Philosophy in Education University of California, Berkeley Professor Frank C. Worrell, Chair In this study, I examined the effectiveness of a self-affirmation intervention (Cohen et al., 2006) with a sample of African American high school students who were at risk for academic failure. Participants consisted of 47 African-American students from 3 different high schools. Unlike previous research, results indicated that students who received the self-affirmation did not earn higher GPAs at the end of the first semester. Students who received the self-affirmation intervention also did not feel more psychologically engaged within the academic environment. Reasons for these disparate findings in comparison to previous research are discussed. Implications for stereotype threat theory and what type of students can benefit from this intervention are also discussed.
Author: Crystal Marie Simmons Publisher: ISBN: Category : Languages : en Pages : 130
Book Description
Abstract Reducing Stereotype Threat in Academically At-Risk African- Americans Students: A Self- Affirmation Intervention by Crystal Marie Simmons Doctor of Philosophy in Education University of California, Berkeley Professor Frank C. Worrell, Chair In this study, I examined the effectiveness of a self-affirmation intervention (Cohen et al., 2006) with a sample of African American high school students who were at risk for academic failure. Participants consisted of 47 African-American students from 3 different high schools. Unlike previous research, results indicated that students who received the self-affirmation did not earn higher GPAs at the end of the first semester. Students who received the self-affirmation intervention also did not feel more psychologically engaged within the academic environment. Reasons for these disparate findings in comparison to previous research are discussed. Implications for stereotype threat theory and what type of students can benefit from this intervention are also discussed.
Author: Joshua Aronson Publisher: ISBN: Category : Academic achievement Languages : en Pages : 0
Book Description
The report identifies teacher-focused classroom-level strategies (based on solid research evidence) intended to reduce stereotype threat and improve the academic performance of underachieving minority students. The information is useful for educators seeking strategies to reduce the achievement gap.
Author: Michael Inzlicht Publisher: Oxford University Press ISBN: 0199732442 Category : Psychology Languages : en Pages : 337
Book Description
The 21st century has brought with it unparalleled levels of diversity in the classroom and the workforce. It is now common to see in elementary school, high school, and university classrooms, not to mention boardrooms and factory floors, a mixture of ethnicities, races, genders, and religious affiliations. But these changes in academic and economic opportunities have not directly translated into an elimination of group disparities in academic performance, career opportunities, and levels of advancement. Standard explanations for these disparities, which are vehemently debated in the scientific community and popular press, range from the view that women and minorities are genetically endowed with inferior abilities to the view that members of these demographic groups are products of environments that frustrate the development of the skills needed for success. Although these explanations differ along a continuum of nature vs. nurture, they share in common a presumption that a large chunk of our population lacks the potential to achieve academic and career success.In contrast to intractable factors like biology or upbringing, the research summarized in this book suggests that factors in one's immediate situation play a critical yet underappreciated role in temporarily suppressing the intellectual performance of women and minorities, creating an illusion of group differences in ability. Research conducted over the course of the last fifteen years suggests the mere existence of cultural stereotypes that assert the intellectual inferiority of these groups creates a threatening intellectual environment for stigmatized individuals - a climate where anything they say or do is interpreted through the lens of low expectations. This stereotype threat can ultimately interfere with intellectual functioning and academic engagement, setting the stage for later differences in educational attainment, career choice, and job advancement.
Author: Arlana Dodson-Sims Publisher: ISBN: Category : African American college students Languages : en Pages :
Book Description
The purpose of this study was to understand the impact of stereotype threat and academic self concept among African American college students. The participants were 217 African American college students attending a historically black university and a predominately white university. While there were no significant interactions among the variables, the results indicated: (1) students attending the predominately white university felt more alienated and less supported than students attending the historically black university; (2) students at the predominately white university experienced stereotype threat at a higher degree than students at the historically black university; (3) undergraduate students experienced more anxiety than graduate students; and (4) graduate students felt more alienated and less supported than undergraduate students. A major implication of the study is that educators and counselors at predominately white universities need to be sensitive to the impact stereotype threat among African American students.
Author: Robert S. Feldman Publisher: Cambridge University Press ISBN: 110717628X Category : Education Languages : en Pages : 367
Book Description
An examination of the first year of college and the intersecting challenges facing today's students, written by top educational researchers.
Author: Andrew J. Fuligni Publisher: Russell Sage Foundation ISBN: 1610442334 Category : Education Languages : en Pages : 283
Book Description
Since the end of legal segregation in schools, most research on educational inequality has focused on economic and other structural obstacles to the academic achievement of disadvantaged groups. But in Contesting Stereotypes and Creating Identities, a distinguished group of psychologists and social scientists argue that stereotypes about the academic potential of some minority groups remain a significant barrier to their achievement. This groundbreaking volume examines how low institutional and cultural expectations of minorities hinder their academic success, how these stereotypes are perpetuated, and the ways that minority students attempt to empower themselves by redefining their identities. The contributors to Contesting Stereotypes and Creating Identities explore issues of ethnic identity and educational inequality from a broad range of disciplinary perspectives, drawing on historical analyses, social-psychological experiments, interviews, and observation. Meagan Patterson and Rebecca Bigler show that when teachers label or segregate students according to social categories (even in subtle ways), students are more likely to rank and stereotype one another, so educators must pay attention to the implicit or unintentional ways that they emphasize group differences. Many of the contributors contest John Ogbu's theory that African Americans have developed an "oppositional culture" that devalues academic effort as a form of "acting white." Daphna Oyserman and Daniel Brickman, in their study of black and Latino youth, find evidence that strong identification with their ethnic group is actually associated with higher academic motivation among minority youth. Yet, as Julie Garcia and Jennifer Crocker find in a study of African-American female college students, the desire to disprove negative stereotypes about race and gender can lead to anxiety, low self-esteem, and excessive, self-defeating levels of effort, which impede learning and academic success. The authors call for educational institutions to diffuse these threats to minority students' identities by emphasizing that intelligence is a malleable rather than a fixed trait. Contesting Stereotypes and Creating Identities reveals the many hidden ways that educational opportunities are denied to some social groups. At the same time, this probing and wide-ranging anthology provides a fresh perspective on the creative ways that these groups challenge stereotypes and attempt to participate fully in the educational system.
Author: Joshua Aronson Publisher: ISBN: Category : Academic achievement Languages : en Pages : 38
Book Description
The report identifies teacher-focused classroom-level strategies (based on solid research evidence) intended to reduce stereotype threat and improve the academic performance of underachieving minority students. The information is useful for educators seeking strategies to reduce the achievement gap.
Author: Charles V. Willie Publisher: Bloomsbury Publishing USA ISBN: 0313064636 Category : Education Languages : en Pages : 225
Book Description
As part of a project on the status of African-Americans that was initiated by the William Monroe Institute for the Study of Black Culture at the University of Massachusetts at Boston, this volume takes a comprehensive look at the education of African-Americans, specifically early childhood through postsecondary education, and relevant public policy issues since 1940. The list of contributors to the study includes both white and black scholars who are affiliated with primarily urban institutions located in the Northwest, the South, and on the East Coast who are deeply committed to educational research. By focusing on the known status of the education of African-Americans to date and the additional factors which need to be considered in order to develop appropriate educational strategies, these essays evaluate current programs and provide recommendations for public policy improvements. Each essay addresses some aspect of the history of the education of African-Americans or the effectiveness of pertinent laws and policies enacted within the past fifty years. Trends in the educational advancement of Blacks are clearly defined with particular focus on the forecasting of circumstances that could affect future progress. Topics ranging from counseling and guidance of minority children to the need for more Black teachers and the continuing struggle with racial violence on campus, demonstrate the broad scope of this volume. Suggestions for further reading on a specific topic appear in the list of references at the end of each chapter.
Author: Brittany Camille Lee Publisher: ISBN: Category : Languages : en Pages :
Book Description
The educational and achievement gap for African American males has been widely researched and discussed prior to the Civil Rights Movement in the 1960s. Many of these male college students have suffered at the hands of stereotype threat: a self-evaluative risk, influenced by widely held prejudices of the dominant majority cultural group that have deleterious effects. Although stereotype threat, along with other variables relevant to achievement, have been widely researched, few studies have examined positive factors that have the potential to buffer the relationship that exists between stereotype threat and academic achievement. This study explored the relationship between dimensions of stereotype threat, racial centrality, grit, and both academic achievement in- and retention of 127 African American male first generation college students. Specifically, racial centrality and grit were hypothesized to separately buffer the relationship between stereotype threat and both academic achievement and retention. Analysis revealed racial centrality significantly moderated the relationship between one dimension of stereotype threat (internalization) and retention: At higher levels of racial centrality, the inverse relationship between internalization and retention was weakened and indeed reversed such that higher racial centrality was associated with greater retention. Contrary to hypotheses, grit did not buffer the relationship between the two dimensions of stereotype threat within the study (internalization and academic effort) and academic achievement or retention. However, in hierarchical multiple regression, the block containing racial centrality and grit accounted for 8.5% of the variance in academic achievement; only grit was significant, with more grit predicting higher GPA. The full multiple regression analysis accounted for 35.5% of the variance in academic achievement. Limitations of the study, implications, and future research and clinical directions are provided.
Author: Crystal Marie Simmons
Author: Crystal Marie Simmons
Author: Joshua Aronson
Author: Michael Inzlicht
Author: Arlana Dodson-Sims
Author: Robert S. Feldman
Author: Andrew J. Fuligni
Author: Joshua Aronson
Author: Charles V. Willie
Author: Brittany Camille Lee
Author: Karen Powell Sears