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Author: Odessia Knowles Publisher: ISBN: Category : Languages : en Pages :
Book Description
This study was conducted to examine the impact of various social comparisons on stereotype threat for Black college students attending predominantly White colleges and universities (PWCUs). Additionally, explored was whether the student's Black racial identity would moderate the relationship between social comparison and academic achievement. Social comparison theory posits that to gain an accurate self-evaluation, individuals compare themselves to others who are similar; therefore, for Black college students attending PWCUs their comparison is most likely to occur with White students. Stereotype threat is being at risk of confirming a negative stereotype about one's group membership. Participants were 144 self-identified Black college students (including bi-and multiracially identified individuals), currently enrolled in college in the U.S. Data were collected in four phases, with the fourth phase utilizing a participant panel. The study was available for 7 months and was self-administered online through a popular survey software. Participants completed self-report measures, read statistics from the National Center for Education Statistics (NCES), completed two academic tasks, and viewed a slideshow presentation of images. Data patterns were similar for the White and neutral conditions and were similar for the matched minority and unmatched minority conditions; therefore, participants in the White comparison condition and neutral condition were grouped together to form one subordinate group (i.e., racial nonminority intervention group), and participants in the racially matched and unmatched minority comparison conditions were grouped together to form another subordinate group (i.e., racial minority intervention group). Results indicated a statistically significant effect for time by condition, F(1,142) = 4.776, p = .030, partial n2 = .033, with the racial nonminority group showing a greater impact on stereotype threat. Stereotype threat was positively impacted at a rate greater for the racial nonminority group than for the racial minority group.
Author: Odessia Knowles Publisher: ISBN: Category : Languages : en Pages :
Book Description
This study was conducted to examine the impact of various social comparisons on stereotype threat for Black college students attending predominantly White colleges and universities (PWCUs). Additionally, explored was whether the student's Black racial identity would moderate the relationship between social comparison and academic achievement. Social comparison theory posits that to gain an accurate self-evaluation, individuals compare themselves to others who are similar; therefore, for Black college students attending PWCUs their comparison is most likely to occur with White students. Stereotype threat is being at risk of confirming a negative stereotype about one's group membership. Participants were 144 self-identified Black college students (including bi-and multiracially identified individuals), currently enrolled in college in the U.S. Data were collected in four phases, with the fourth phase utilizing a participant panel. The study was available for 7 months and was self-administered online through a popular survey software. Participants completed self-report measures, read statistics from the National Center for Education Statistics (NCES), completed two academic tasks, and viewed a slideshow presentation of images. Data patterns were similar for the White and neutral conditions and were similar for the matched minority and unmatched minority conditions; therefore, participants in the White comparison condition and neutral condition were grouped together to form one subordinate group (i.e., racial nonminority intervention group), and participants in the racially matched and unmatched minority comparison conditions were grouped together to form another subordinate group (i.e., racial minority intervention group). Results indicated a statistically significant effect for time by condition, F(1,142) = 4.776, p = .030, partial n2 = .033, with the racial nonminority group showing a greater impact on stereotype threat. Stereotype threat was positively impacted at a rate greater for the racial nonminority group than for the racial minority group.
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: Erik M. Hines Publisher: Emerald Group Publishing ISBN: 1804555800 Category : Education Languages : en Pages : 423
Book Description
Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers.
Author: Shana Levin Publisher: Psychology Press ISBN: 1135705267 Category : Psychology Languages : en Pages : 594
Book Description
This book provides a snapshot of the latest theoretical and empirical work on social psychological approaches to stigma and group inequality. It focuses on the perspective of the stigmatized groups and discusses the effects of the stigma on the individual, the interacting partners, the groups to which they belong, and the relations between the groups. Broken into three major sections, Stigma and Group Inequality: *discusses the tradeoffs that stigmatized individuals must contend with as they weigh the benefits derived from a particular response to stigma against the costs associated with it; *explores the ways in which environments can threaten one's intellectual performance, sense of belonging, and self concept; and *argues that the experience of possessing a stigmatized identity is shaped by social interactions with others in the stigmatized group as well as members of other groups. Stigma and Group Inequality is a valuable resource for students and scholars in the fields of psychology, sociology, social work, anthropology, communication, public policy, and political science, particularly for courses on stigma, prejudice, and intergroup relations. The book is also accessible to teachers, administrators, community leaders, and concerned citizens who are trying to understand and improve the plight of stigmatized individuals in school, at work, at home, in the community, and in society at large.
Author: William G. Bowen Publisher: ISBN: 9780691050195 Category : Education Languages : en Pages : 472
Book Description
A groundbreaking study of the nature, effectiveness, and long-term consequences of race-sensitive admission policies in colleges and universities analyzes students' personal histories before and after college, offering findings greatly affecting the national debate on this issue. Tour. UP.
Author: Odessia Knowles
Author: Odessia Knowles
Author: Arlana Dodson-Sims
Author: Joe R. Feagin
Author: Bridal Edward Pearson
Author: 
Author: Marilyn J. Deppe
Author: David Maurice Sparks
Author: Erik M. Hines
Author: Shana Levin
Author: William G. Bowen