Download or read book Stereotype Threat Vulnerability written by Leann Vernice Smith and published by . This book was released on 2015 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stereotype threat is a widely researched phenomenon within psychology that has been proposed as one explanation for the underperformance of minority groups. Stereotype threat is the experience a person has when negative stereotypes about their social group are highlighted, causing them to underperform on the given task. Picho and Brown (2011) created the Social Identities and Attitudes Scale (SIAS), a scale containing six factors that research has determined to be important moderators of stereotype threat. The current study investigated the psychometric properties of the SIAS. Confirmatory factor analyses and group invariance tests of the SIAS were conducted on a diverse sample of 516 college students participating in a university's subject pool. The results revealed good model fit of the data, with minor exceptions. Additionally, the same factor structure emerged across four different ethnic subgroups: African American, Caucasian American, Hispanic American, and Asian American participants. The SIAS is a reliable and valid measure of six moderators of stereotype threat: ethnic and gender identity, ethnicity and gender stigma consciousness, negative affect, and math identification. Researchers and practitioners can more confidently use the SIAS as a measure of an individual's susceptibility to stereotype threat effects. Future research directions and practical implications are discussed.
Download or read book The Effects of Dominant group College Campuses on Stereotype Threat Vulnerability written by Nisaa Sahlem Kirtman and published by . This book was released on 2005 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Contesting Stereotypes and Creating Identities written by Andrew J. Fuligni and published by Russell Sage Foundation. This book was released on 2007-05-31 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Care Factor written by Kimberly Yvonne Randolph and published by . This book was released on 2016 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a gap that persists in math achievement between high school males and females. Although the NAEP 2015 longitudinal report shows a narrowing in math achievement between males and females there still remains a gap. More importantly, females are less likely to enter into math - related college programs. Those that do enter into math related college programs sometimes choose to drop out of these programs. The purpose of this study was to do an analysis of factors, along with stereotype threat (the fear of doing something that would inadvertently confirm that stereotype) that might affect math achievement in girls. The factors used were domain identification measure, motivational orientation, self-efficacy and cognitive interference. Girls who participated in the study attended private or public schools, are in the 9th through 12 grade and have taken algebra I and geometry. Thus, for the female students in this study, domain identification level did not predict math achievement, desire to learn did not predict math achievement, mastery of goals did not predict math achievement, competitive excellence did not predict math achievement, competition seeking predicted math achievement accounting for 25% of the variance in math scores, motivation anxiety worry did not predict math achievement, and motivation anxiety emotionality did not predict math achievement, threat condition did not affect self- efficacy, threat condition did not affect cognitive interference, threat is not related to desire to learn, threat has no effect on personal mastery, threat condition had no effect on competition seeking, threat condition had no effect on emotionality, threat condition did not have an effect on mathematics achievement. . Perhaps there have been changes in female student attitude toward mathematics. With the rise of (Science Technology Engineering Mathematics) initiatives in schools across the country, females are encouraged to immerse themselves in domains that traditionally are dominated by males.
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.
Download or read book The First Year of College written by Robert S. Feldman and published by Cambridge University Press. This book was released on 2018 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: An examination of the first year of college and the intersecting challenges facing today's students, written by top educational researchers.
Download or read book Taking Threat to the Next Level written by Stacy L. Boyer and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stereotype threat describes the concern that one might be judged or treated in accordance with a negative ingroup stereotype or confirm such a stereotype in a valued domain. Contending with threat is an effortful process that can have debilitating effects on cognition and behavior, resulting in withdrawal from the domain. This process of disidentification reduces diversity in important domains such as leadership, further perpetuating these stereotypes. However, there is some indication that stereotype threat can also have a performance-enhancing effect, but the mechanism through which this occurs has not yet been explained. I integrate stereotype threat theory (Steele, 1997; Steele & Aronson, 1995) with reactance theory (Brehm, 1966; Brehm & Brehm, 1981) and develop a multilevel framework for understanding how implicit and explicit stereotype threats differentially influence women's leadership behavior, team outcomes, and the motivation to lead through the arousal of vulnerability (stereotype-confirming) and reactance (stereotype-disconfirming) responses that constrain and enhance leadership effectiveness, respectively. I further examine self-disclosure team building as a mitigating factor. To test my hypotheses, I conducted a 2x2 mixed design experiment (n = 79 female-led teams) utilizing a team simulation in an undergraduate business course. Consistent with my framework, explicit threat was associated with affective changes that align with reactance, whereas implicit threat was associated with affective changes that align with vulnerability. My findings provide support for the indirect effect of stereotype threat explicitness on team potency, but not team performance, via directive leadership, although this effect was conditional on leader ethnicity. Team building had no significant effects on leadership behavior or team outcomes. This dissertation underscores the importance of examining stereotype threat explicitness in contexts where reactance can arise and calls for further research on the intersection of identities in the leadership domain.
Download or read book New Directions in Identity Theory and Research written by Jan E. Stets and published by Oxford University Press. This book was released on 2016-07-01 with total page 713 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past four decades - and most especially in recent years as issues of identity continue to play out across the public stage - identity theory has developed into one of the most fascinating and active research programs within the spheres of sociological social psychology. Having emerged out of a landmark 2014 national conference that sought to integrate various research programs and to honor the groundbreaking work of Dr. Peter J. Burke, New Directions in Identity Theory and Research brings together the pioneers, scholars, and researchers of identity theory as they present the important theoretical, methodological, and substantive work in identity theory today. Edited by Dr. Jan E. Stets and Dr. Richard T. Serpe, this volume asserts that researchers and scholars can no longer rely on using samples, measures, concepts, and mechanisms that limit the overall advancement of identity theory and research. Instead, as Stets and Serpe contend in their introductory chapter, "Researchers constantly must try out new ideas, test the ideas with more refined measures, use samples that are representative yet racially and ethnically diverse, and employ methods (perhaps mixed methods) that capture the different dimensions of the identity process." This book is the truest testament to this idea. In New Directions in Identity Theory and Research, Stets, Serpe, and contributing authors urge readers to think outside the box by providing the road map necessary to guide future work and thought in this emerging field.
Download or read book The Influence of Black Identity Development on Stereotype Threat Activation in African American Children written by Kristal H. Shelvin and published by . This book was released on 2010 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: To delineate the relationship between Black identity and stereotype threat activation, the present study utilized Steele and Aronson's (1995) classic stereotype threat paradigm to investigate African American children's academic performance under a stereotype threatening situation. Moreover, the relationship between children's explicit and implicit racial attitudes and stereotype threat vulnerability was examined. This research sought to reveal the individual differences associated with stereotype threat vulnerability. It is hoped that such a revelation will lead to ways in which Black identity development can act as a protective factor against stereotype threat. The present study has the potential to add to this research literature a new population for stereotype threat study (e.g., Black children), and insight into the relationship between children's implicit and explicit racial attitudes and stereotype threat. Additionally, post hoc analyses suggest developmental trends in stereotype awareness and explicit Black identity attitudes.
Download or read book Stereotype Threat written by Moises Fleitman Salinas and published by . This book was released on 1998 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relation of Stereotype Threat to African American and Latino Performance on the WAIS IV written by Brittany Nicole Hall-Clark and published by . This book was released on 2011 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stereotype threat is defined as a sociopsychological threat evoked by an evaluative situation in which a negative stereotype about one's group could be confirmed (Steele, 1997). While the deleterious effects of stereotype threat have been demonstrated numerous times in laboratory settings (McKay, Doverspike, Bowen-Hilton, & Martin, 2002; Ngyuen & Ryan, 2008; Spencer, Steele & Quinn, 1999; Steele & Aronson, 1995), generalization to actual testing situations has been limited (Stricker & Ward, 2004). The current study sought to increase ecological validity by examining stereotype threat among racial/ethnic minority students undergoing assessment using the Wechsler Adult Intelligence Scale-IV (WAIS-IV) without explicit priming. Another aim was to reduce stereotype threat by emphasizing the malleability of intelligence, as recommended by previous researchers (Aronson, Fried, & Good, 2002; Good, Aronson, & Inzlicht, 2003). Additionally, the relationship of ethnic identity to stereotype threat and test performance and the role of anxiety, a proposed mechanism of stereotype threat, were examined. Participants were also interviewed about their experiences of stereotype threat using a phenomenological approach. A 2(condition) x 3(race/ethnicity) experimental design was used, and 138 college students were randomized to the control or malleability conditions. Due to manipulation failure, the hypothesis that African and Latino American students would experience less stereotype threat and perform better on the WAIS-IV in the malleability condition could not be tested. Qualitative findings suggested that while participants endorsed perceptions of stereotype threat in general societal settings, they did not report stereotype threat while undergoing the WAIS-IV. The hypothesis that ethnic identity moderates the relationship between stereotype threat and performance received mixed support: ethnic identity-affirmation interacted with perceived stereotype threat on Digit Span, but all other interactions were nonsignificant. Lastly, the hypothesis that anxiety mediates the relationship between perceived stereotype threat and WAIS-IV performance was not supported. However, post-hoc analyses suggested that perceived stereotype threat mediates the relationship of anxiety and WAIS-IV performance. Correlational results revealed that perceived stereotype threat and stereotype vulnerability were related to WAIS-IV scores. In addition, students of color reported greater test and state anxiety than their European American counterparts. Implications for researchers, test administrators, and admissions officers are discussed.
Download or read book Stereotype Threat as a Barrier to Women Entering STEM Careers written by Michael C. Cadaret and published by . This book was released on 2015 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vocational psychology has produced a great deal of research about the development of career interest and choice. Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) has increasingly guided much of this research, particularly research that has been concerned with career pathways for science, technology, engineering and mathematics (STEM) fields. Women and racial/ethnic minorities are largely underrepresented in STEM, increased research about the factors contributing to these disparate numbers in these domains is important as employment opportunities in STEM are on the rise. Thus far the proximal contextual affordances studied have minimally included research from social psychology regarding stereotype threat (Steele, 1997). Stereotype threat research has demonstrated that negative stereotypes about one's social identity can influence performance (e.g., women in mathematics). The purpose of the current study was to examine the relationships among stereotype threat and academic self-efficacy for women majoring in STEM fields. As coping efficacy has been shown to mediate the impact of barriers on academic self-efficacy and interests and moderate the relationship between variables related to identity and self-efficacy, the present study examined the impact of coping efficacy on the relationship between stereotype threat and self-efficacy. Participants were 232 undergraduate women majoring in STEM fields. Stereotype threat was measured by stigma consciousness (Pinel, 1999) and the stereotype vulnerability scale (Spencer, 1993). Coping efficacy was measured by the Coping With Barriers scale (CWB; McWhirter, 1997) and academic self-efficacy by Lent et al.'s (1987) Self-Efficacy for Academic Milestones (AM-S) index. Responses were collected online and analyzed using structural equation modeling (SEM). Results of the mediation model showed a significant negative path from stigma consciousness to academic self-efficacy. When coping efficacy is included in the model, the direct path was no longer significant, but a significant indirect effect is present, suggesting coping efficacy's role as a mediator. Conversely, a moderation model was tested, showing that the interaction of coping efficacy and stigma consciousness was significant on academic self-efficacy. These findings offer an important addition to the proximal contextual barriers framework within SCCT. Additionally, they demonstrate that identity and environment interaction can be harmful to women's career development in STEM.
Download or read book Improving Academic Achievement written by Joshua Aronson and published by Elsevier. This book was released on 2002-04-15 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, authors discuss research and theory on the social psychological forces that shape academic achievement. A key focus is to show how psychological principles can be used to foster achievement and make schooling a more enjoyable process. Topics are highly relevant to both social and educational psychology, with discussions of core concepts such as intelligence, motivation, self-esteem and self-concept, expectations and attributions, prejudice, and interpersonal and intergroup relations.
Download or read book When I m 64 written by National Research Council and published by National Academies Press. This book was released on 2006-02-13 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: By 2030 there will be about 70 million people in the United States who are older than 64. Approximately 26 percent of these will be racial and ethnic minorities. Overall, the older population will be more diverse and better educated than their earlier cohorts. The range of late-life outcomes is very dramatic with old age being a significantly different experience for financially secure and well-educated people than for poor and uneducated people. The early mission of behavioral science research focused on identifying problems of older adults, such as isolation, caregiving, and dementia. Today, the field of gerontology is more interdisciplinary. When I'm 64 examines how individual and social behavior play a role in understanding diverse outcomes in old age. It also explores the implications of an aging workforce on the economy. The book recommends that the National Institute on Aging focus its research support in social, personality, and life-span psychology in four areas: motivation and behavioral change; socioemotional influences on decision-making; the influence of social engagement on cognition; and the effects of stereotypes on self and others. When I'm 64 is a useful resource for policymakers, researchers and medical professionals.
Download or read book Whistling Vivaldi written by Claude Steele and published by W. W. Norton & Company. This book was released on 2011-04-04 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the role of what the author calls identity contingencies in the lives of individuals and in society as a whole, focusing on stereotype threat, arguing that people who believe they may be judged based on a bad stereotype do not perform as well, and showing how to overcome the problem.
Download or read book Out With It written by Katherine Preston and published by Simon and Schuster. This book was released on 2014-03-04 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: A fresh, engaging account of a young woman's journey, first to find a cure for a lifelong struggle with stuttering, and ultimately to embrace the voice that has defined her character. It offers a fresh perspective on the obsession with physical perfection.
Download or read book Handbook of Prejudice Stereotyping and Discrimination written by Todd D. Nelson and published by Psychology Press. This book was released on 2009-02-17 with total page 1118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Handbook provides a uniquely comprehensive and scholarly overview of the latest research on prejudice, stereotyping, and discrimination. All chapters are written by eminent prejudice researchers who explore key topics, by presenting an overview of current research and, where appropriate, developing new theory, models, or scales. The volume is clearly structured, with a broad section on cognitive, affective, and neurological processes, followed by chapters on some of the main target groups of prejudice – based on race, sex, age, sexual orientation, and weight. A concluding section explores the issues involved in reducing prejudice. Chapters on the history of research in prejudice and future directions round off this state-of-the-art Handbook. The volume will provide an essential resource for students, instructors, and researchers in social and personality psychology, and also be an invaluable reference for academics and professionals in the fields of sociology, communication studies, gerontology, nursing, medicine, as well as government and policymakers and social service agencies.
