دورية أكاديمية
Negating Stereotype Threat: Autonomy Support and Academic Identification Boost Performance of African American College Students
| العنوان: | Negating Stereotype Threat: Autonomy Support and Academic Identification Boost Performance of African American College Students |
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| اللغة: | English |
| المؤلفون: | Nadler, Dustin R., Komarraju, Meera |
| المصدر: | Journal of College Student Development. Sep 2016 57(6):667-679. |
| الإتاحة: | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2016 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Stereotypes, African American Students, College Students, Intelligence Tests, Student Surveys, Self Concept, Educational Environment, Student Attitudes, Statistical Analysis, Gender Differences, Social Bias, Identification (Psychology), Academic Ability, Self Concept Measures, Personal Autonomy, Hypothesis Testing |
| Assessment and Survey Identifiers: | Academic Self Concept Scale, Raven Progressive Matrices |
| DOI: | 10.1353/csd.2016.0039 |
| تدمد: | 0897-5264 |
| مستخلص: | Using a 2 × 2 factorial design, we examined the effects of stereotype threat and autonomy support on the test performance of 190 African American college students. Participants completed a set of 7 easy and 7 difficult problems from Raven's Progressive Matrices and a survey including measures of Academic Self-Concept, Learning Climate, and Perceptions of Stereotype Threat. ANOVA results revealed that among African American men, those who had a stronger academic identification performed worse than those with a weaker identification; however, the reverse was true among African American women, as those who had stronger academic identification performed better than those with a weaker identification. Finally, both stereotype threat and autonomy support improved test performance for all participants (on easy items), except when women received both conditions. Our results indicate that the deleterious effect of stereotype threat is not consistent, and that performance may be boosted by providing greater autonomy support and strengthening academic identification (especially for female African American students). |
| Abstractor: | As Provided |
| Number of References: | 43 |
| Entry Date: | 2016 |
| رقم الأكسشن: | EJ1113345 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0897-5264 |
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| DOI: | 10.1353/csd.2016.0039 |