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Examining Stereotype Threat Academic Self Concept And College Class Status Among African Americans At Historically Black Universities And Predominately White Universities
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Book Synopsis Examining Stereotype Threat, Academic Self Concept, and College Class Status Among African Americans at Historically Black Universities and Predominately White Universities by : Arlana Dodson-Sims
Download or read book Examining Stereotype Threat, Academic Self Concept, and College Class Status Among African Americans at Historically Black Universities and Predominately White Universities written by Arlana Dodson-Sims and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-08 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Correlation Between Academic Self-concept, Student-faculty Interactions, and Class Status Among African American and Caucasian Students at Humboldt State University by : Autumn Sharice Fannin
Download or read book The Correlation Between Academic Self-concept, Student-faculty Interactions, and Class Status Among African American and Caucasian Students at Humboldt State University written by Autumn Sharice Fannin and published by . This book was released on 2014 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American college students continue to experience challenges both academically and personally at predominantly White colleges and universities. Predominantly White Colleges and Historically Black Colleges and have been the focus of prior research to examine various factors relating to academic self-concept. However, results consistently elucidate that African American college students have a lower academic self-concept when compared with their White counterparts (Cokley, 2000). Using a sample of African American and Caucasian college students at Humboldt State University, the current study will examine academic self-concept, student-faculty interactions, and class status among these students. Students will complete the Academic Self-Concept Scale (Reynolds, 1988), Campus Connectedness Scale (Lee & Davis, 2000), and specific questions relating to the quality and frequency of student-faculty interactions. The results of this study may provide information for predominantly White universities to reform their approaches to education and personal development in order to effectively assist African American students and other minority students with achieving academic success.
Book Synopsis The Effect of Stereotype Threat on African American Academic Self-concept Scores by : Kevin L. Harrell
Download or read book The Effect of Stereotype Threat on African American Academic Self-concept Scores written by Kevin L. Harrell and published by . This book was released on 1997 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Influence of Stereotype Threat on the Efficacy of First-Year African-American College Students Within a Public University in Maryland by : Marone LaDarryl Brown
Download or read book Examining the Influence of Stereotype Threat on the Efficacy of First-Year African-American College Students Within a Public University in Maryland written by Marone LaDarryl Brown and published by . This book was released on 2016 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present research utilized a mixed-methods explanatory sequential design to examine how stereotype threat influences first-year African-American student efficacy within a public university in Maryland. The study took aim at the pervasive problem of African-American student achievement and retention in post secondary institutions across the country, due in part to the noesis of stereotype threat. In light of this challenge, the researcher dissected the relationship between first-year African-American students and the college context in which they exist to better interpret how stereotype threat influences the racial cohesion and dissonance of Black students on the campus of a public university in Maryland. The study secured the perceptions of 169 first-year African-American students within the framework of a public university in Maryland as it pertained to their teaching and learning experiences. The study employed a two-step statistical process to determine statistical significance using the F-test for ,two sample variances, followed by a t-test for two sample variances. The study determined through the use of the Stereotype Confirmation Concern Scale that there was a statistically significant difference between academic achievement and social interaction of first-year African-American students influenced by stereotype threat and first-year African-American students not influenced by stereotype threat. Moreover, the study also determined that student perceptions were influenced in part by stereotype threat, racialization, and lack of inclusiveness. Theoretically, the research draws upon critical race theory to impart that the academic achievement and perceptual experiences of African-American college students are just as influenced by perceived threats of stereotypes as they are by poverty or other psychosocial stressors suggested by previous literature.
Book Synopsis "It's a Battle You See" by : Jasmine T. Austin
Download or read book "It's a Battle You See" written by Jasmine T. Austin and published by . This book was released on 2015 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studying the self-esteem of African American college students attending Predominantly White Institutions (PWIs) helps us understand how African American students function in situations when their minority status is pronounced. A small number of African Americans enroll in colleges and universities, with a smaller, yet rising percentage attending PWIs (U.S. Census Bureau, 2012). This study examines the self-esteem of the small population of African American students who attend a PWI. Tinto's Theory of Student Departure and Uncertainty Reduction Theory provided a framework for the study. A survey was distributed to identify levels of self-esteem of these students, examine group membership and its relation to self-esteem, and analyze positive and negative experiences while attending a PWI. A total of 68 African American students across 22 universities participated in the study. The findings indicate self-esteem was slightly higher than normal and esteem did not significantly differ by group membership. A content analysis of responses identified 14 themes present in the experiences that update and add to our understanding of the African American experience in a PWI.
Book Synopsis The Impact of Social Comparisons on Stereotype Threat for Black College Students Attending Predominantly White Colleges and Universities by : Odessia Knowles
Download or read book The Impact of Social Comparisons on Stereotype Threat for Black College Students Attending Predominantly White Colleges and Universities written by Odessia Knowles and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Deeper Shades of Purple by : Stacey M. Floyd-Thomas
Download or read book Deeper Shades of Purple written by Stacey M. Floyd-Thomas and published by NYU Press. This book was released on 2006-08 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: Womanist approaches to the study of religion and society have contributed much to our understanding of Black religious life, activism, and women's liberation. This volume explores the achievements of this movement, and evaluates some of the leading voices and different perspectives within this field.
Book Synopsis Relationships Between Internalized Stereotypes, Black Identity, Race Salience, and Self-esteem Among African American College Students by : Olivia D. Hoskins
Download or read book Relationships Between Internalized Stereotypes, Black Identity, Race Salience, and Self-esteem Among African American College Students written by Olivia D. Hoskins and published by . This book was released on 2013 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine within group thoughts and feelings among African American college students at historically Black colleges and universities (HBCUs) and historically White colleges and universities (HWCUs). Hypotheses were tested, 1) internalized stereotypes will be endorsed by more students at HWCUs than at HBCUs, 2) degree of Black Identity would be related to endorsement of internalized stereotypes, 3) students at HBCUs would endorse a higher perception of racial discrimination than those who attend HWCUs, and 4) an exploratory hypothesis examined if students who attend HBCUs have higher self-esteem than those who attend HWCUs. Online questionnaires containing demographic questions, the Multidimensional Inventory of Black Identity (Sellers et al., 1998), the Nadanalization Scale (Taylor & Grundy, 1996), Vignettes of Race Perceptions (Outten et al., 2010), and the Rosenberg Self-Esteem Scale (Rosenberg, 1979) were given to 114 college students who self-identified as African American. Univariate analysis of variance, linear regressions, and an independent t-test were use to calculate the associations. Results were discussed in relation to theory and research that purports differences between African American students on school type. Findings indicated that counter to the first research hypothesis, stereotypes of genetic inheritance (SGI) were endorsed by more students at HBCUs than at HWCUs. As hypothesized, degree of Black Identity as defined by private regard was negatively related to stereotypes of mental ability (SMA). Supplemental findings were also discussed regarding relationships between demographic predictor and outcome variables. This study demonstrates that empirically validated individualized theories concerning the indices of Black Identity and internalized stereotypes may provide a better understanding of their formation among African American college students.
Book Synopsis The Unchosen Me by : Rachelle Winkle-Wagner
Download or read book The Unchosen Me written by Rachelle Winkle-Wagner and published by JHU Press. This book was released on 2009-12-01 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: Racial and gender inequities persist among college students, despite ongoing efforts to combat them. Students of color face alienation, stereotyping, low expectations, and lingering racism even as they actively engage in the academic and social worlds of college life. The Unchosen Me examines the experiences of African American collegiate women and the identity-related pressures they encounter both on and off campus. Rachelle Winkle-Wagner finds that the predominantly white college environment often denies African American students the chance to determine their own sense of self. Even the very programs and policies developed to promote racial equality may effectively impose “unchosen” identities on underrepresented students. She offers clear evidence of this interactive process, showing how race, gender, and identity are created through interactions among one’s self, others, and society. At the heart of this book are the voices of women who struggle to define and maintain their identities during college. In a unique series of focus groups called “sister circles,” these women could speak freely and openly about the pressures and tensions they faced in school. The Unchosen Me is a rich examination of the underrepresented student experience, offering a new approach to studying identity, race, and gender in higher education.
Book Synopsis Stereotype Threat by : Michael Inzlicht
Download or read book Stereotype Threat written by Michael Inzlicht and published by Oxford University Press. This book was released on 2012 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Identity Safe Classrooms by : Dorothy M. Steele
Download or read book Identity Safe Classrooms written by Dorothy M. Steele and published by Corwin Press. This book was released on 2013-09-05 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practitioner-focused guide to creating identity-safe classrooms presents four categories of core instructional practices: Child-centered teaching ; Classroom relationships ; Caring environments ; Cultivating diversity. The book presents a set of strategies that can be implemented immediately by teachers. It includes a wealth of vignettes taken from identity-safe classrooms as well as reflective exercises that can be completed by individual teachers or teacher teams.
Book Synopsis An Analysis of Stereotype Threat in African American Engineering Students at Predominantly White, Ethnically Diverse, and Historically Black Colleges and Universities by : David Maurice Sparks
Download or read book An Analysis of Stereotype Threat in African American Engineering Students at Predominantly White, Ethnically Diverse, and Historically Black Colleges and Universities written by David Maurice Sparks and published by . This book was released on 2013 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Stereotype Threat in Gateway Courses on the Academic Major Choice of Black Students in Predominately White Institutions by :
Download or read book The Effect of Stereotype Threat in Gateway Courses on the Academic Major Choice of Black Students in Predominately White Institutions written by and published by . This book was released on 2019 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to analyze the impact of stereotype threat in gateway courses on the academic major choices of Black students in Predominately White Institutions (PWIs). This study evaluates the role of individual metastereotypes held by Black students and individuating information provided by classroom-based interacts to determine what, if any, impact these factors have on identity threat in PWIs. This study uses a multi-dimensional evaluation of stereotype threat using self-as-threat and group-as-threat measures. The outcomes of identity threat are evaluated to determine their impact on academic performance and, finally, academic major choice. This study was based on a positivist, non-experimental, ex post facto, descriptive quantitative survey approach based on narrowly defined, specific questions and analyzing the responses using statistical methods. The data used in this study reflect the responses of 991 Black students from 27 predominately White institutions from the National Longitudinal Survey of Freshman (NLSF), collected between 1999 and 2004. The major findings of this study suggest that classroom environments can influence the amount of individuating information available to Black students and influence feelings of identity threat. The study also finds support for a multi-dimensional conceptualization of stereotype threat. The study found that once identity became salient in a situation, that self-threat is more likely to be influenced by classrooms specific interactions than is group threat. The study also found that self threat is more likely to undermine intrinsic motivation through achievement orientation goals. The study also found that identity salience is related to increased perceptions of difficulty in mathematics heavy coursework. Finally, the study found that low academic achievement affected major choice through the lack of progress towards an intended major. The findings of this study hold many implications for higher education. The findings of this study suggest that identity salience is an important starting point for both dimensions of identity threat. The study also finds that the outcomes of identity threat can diminish motivation as well as present cognitive challenges to stereotyped student particularly in math-heavy subjects in PWIs. These outcomes present a barrier to success in math-heavy majors and subsequent career paths.
Book Synopsis Equality And Achievement In Education by : James S. Coleman
Download or read book Equality And Achievement In Education written by James S. Coleman and published by Routledge. This book was released on 2019-08-27 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a major report that has evoked extensive controversy and initiated extensive policy debate on equality and achievement in education. It examines the concept of equality of educational opportunity and the relations between equality and achievement and between families and schools.
Book Synopsis A Comparative Study of African Self-consciousness, Racial Identity, and Academic Self-concept Among African American College Students at Historically Black and Predominantly White Colleges and Universities by : Kevin O'Neal Cokley
Download or read book A Comparative Study of African Self-consciousness, Racial Identity, and Academic Self-concept Among African American College Students at Historically Black and Predominantly White Colleges and Universities written by Kevin O'Neal Cokley and published by . This book was released on 1998 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Classism, Academic Self-concept, and African American College Students' Academic Performance by : Simone Roby
Download or read book Classism, Academic Self-concept, and African American College Students' Academic Performance written by Simone Roby and published by . This book was released on 2017 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: The "Black-White" achievement gap, in which some African American students show lower academic achievement than their White American counterparts, has received increased empirical attention. Classism has rarely been explored in psychological research as a significant contextual factor for understanding African American college students' academic performance. Previous research shows that academic self-concept (ASC) is an attitudinal construct which consistently predicts African American college students' grade point averages (GPA). A wealth of previous research also suggests that college student's social class background and experiences with classism significantly influence students' academic attitudes and performance. With this empirical and theoretical backing, a hierarchal regression analysis was run to test experiences with classism (EWC) as a moderator of the effects of academic self-concept on GPA for a sample of 124 cisgender, heterosexual African American students at SIUC, a predominantly white institution (PWI). Thus, the present study was conducted to test the hypothesis that African American college students' levels of experience with classism would significantly moderate the effects of students' ASC on their GPA. Results of the regression analysis showed that EWC did not significantly moderate the effects of ASC on GPA. An alternative mediation model was also tested, and showed that EWC did not mediate the relationship between ASC and GPA. Potential explanations for the results are provided, as well as limitations, and implications. Although the findings were not significant, the results of the present study call for future research to explicitly explore the influence of social class on psychological experiences, especially as it intersects with marginalized identities in the U.S. Overall, as African Americans' and college students' academic experiences are both greatly influenced by social class and classism, the academic achievement of African American and White American students should be discussed in the context of systems of oppression in which their achievements occur.
