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Author: Thomas S. Dee Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Achievement gaps may reflect the cognitive impairment thought to occur in evaluative settings (e.g., classrooms) where a stereotyped identity is salient (i.e., stereotype threat). This study presents an economic model of stereotype threat that reconciles prior evidence on how student effort and performance are influenced by this social-identity phenomenon. This study also presents empirical evidence from a framed field experiment in which students at a selective college were randomly assigned to a treatment that primed their awareness of a negatively stereotyped identity (i.e., student-athlete). This social-identity manipulation reduced the test-score performance of athletes relative to non-athletes by 12%. These negative performance effects were concentrated among male student-athletes who also responded to the social-identity manipulation by attempting to answer more questions.
Author: Thomas S. Dee Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Achievement gaps may reflect the cognitive impairment thought to occur in evaluative settings (e.g., classrooms) where a stereotyped identity is salient (i.e., stereotype threat). This study presents an economic model of stereotype threat that reconciles prior evidence on how student effort and performance are influenced by this social-identity phenomenon. This study also presents empirical evidence from a framed field experiment in which students at a selective college were randomly assigned to a treatment that primed their awareness of a negatively stereotyped identity (i.e., student-athlete). This social-identity manipulation reduced the test-score performance of athletes relative to non-athletes by 12%. These negative performance effects were concentrated among male student-athletes who also responded to the social-identity manipulation by attempting to answer more questions.
Author: James L. Shulman Publisher: Princeton University Press ISBN: 1400840694 Category : Education Languages : en Pages : 497
Book Description
The President of Williams College faces a firestorm for not allowing the women's lacrosse team to postpone exams to attend the playoffs. The University of Michigan loses $2.8 million on athletics despite averaging 110,000 fans at each home football game. Schools across the country struggle with the tradeoffs involved with recruiting athletes and updating facilities for dozens of varsity sports. Does increasing intensification of college sports support or detract from higher education's core mission? James Shulman and William Bowen introduce facts into a terrain overrun by emotions and enduring myths. Using the same database that informed The Shape of the River, the authors analyze data on 90,000 students who attended thirty selective colleges and universities in the 1950s, 1970s, and 1990s. Drawing also on historical research and new information on giving and spending, the authors demonstrate how athletics influence the class composition and campus ethos of selective schools, as well as the messages that these institutions send to prospective students, their parents, and society at large. Shulman and Bowen show that athletic programs raise even more difficult questions of educational policy for small private colleges and highly selective universities than they do for big-time scholarship-granting schools. They discover that today's athletes, more so than their predecessors, enter college less academically well-prepared and with different goals and values than their classmates--differences that lead to different lives. They reveal that gender equity efforts have wrought large, sometimes unanticipated changes. And they show that the alumni appetite for winning teams is not--as schools often assume--insatiable. If a culprit emerges, it is the unquestioned spread of a changed athletic culture through the emulation of highly publicized teams by low-profile sports, of men's programs by women's, and of athletic powerhouses by small colleges. Shulman and Bowen celebrate the benefits of collegiate sports, while identifying the subtle ways in which athletic intensification can pull even prestigious institutions from their missions. By examining how athletes and other graduates view The Game of Life--and how colleges shape society's view of what its rules should be--Bowen and Shulman go far beyond sports. They tell us about higher education today: the ways in which colleges set policies, reinforce or neglect their core mission, and send signals about what matters.
Author: Shallom O. Adewale Publisher: ISBN: Category : Languages : en Pages : 59
Book Description
ABSTRACT: The effects of stereotype threat on the sport performance of athletes has been widely studied. Little research, however, has been conducted to determine the effects of stereotype threat on the academic performance of studentathletes. Thirty-six collegiate student athletes involved in various sports from a Division III institution participated in a study that involved completing two questionnaires and two brief timed exams that consisted of 10 math problems and 10 English problems. A series of independent groups t-tests yielded no statistically significant differences between student-athletes that were asked about their athletic participation in the beginning of the study (stereotype threat condition) versus the end of the study (no stereotype threat condition). Future research should focus on strengthening the stereotype threat manipulation and creating a set of math and English problems with an appropriate level of difficulty.
Author: Anna Elizabeth Johnson Publisher: ISBN: Category : College athletes Languages : en Pages : 108
Book Description
"The present study observed the presence and impact of negative stereotypes and stereotype threat on baseball (N=41) and male basketball (N=24) players at Concordia University"--Abstract.
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: Thomas S. Dee
Author: Thomas S. Dee
Author: Richard Schneider
Author: Vincent DiForte
Author: Angel L. Brutus
Author: James L. Shulman
Author: Shallom O. Adewale
Author: Anna Elizabeth Johnson
Author: Richard A. Estacio
Author: Michael Inzlicht
Author: Darren J. A. Yopyk