scholarly journals Beyond the Numbers: The Experiential Effects of Stereotype Threat on Students of Color at TCU

2019 ◽  
Vol 4 ◽  
Author(s):  
Kendall Wulbrun
Keyword(s):  
Academic Success ◽  
Stereotype Threat ◽  
Students Of Color ◽  
Social Life ◽  
Negative Stereotypes ◽  
Classroom Dynamics ◽  
Christian University ◽  
Statistical Measures ◽  
Experiential Effects ◽  
And Performance

This study aims to examine if and how the effects of negative stereotypes of students of color are felt beyond the statistical measures of academic success, reaching into the classroom and social experiences of these students. Through face-to-face interviews with four Community Scholars on the campus of Texas Christian University, key stereotypes of students of color were identified and several implications examined. This paper provides an analysis of the ways in which the classroom dynamics and performance, as well as the social life and experiences, of students of color at TCU are impacted by their identity as students of color and the stereotypes that others hold about their abilities. These experiences are informed by the concept of stereotype threat, inwhich students experience identity contingencies when asked to perform in a situation relevant to the stereotypes held about their identity. Ultimately, this study hopes to inform better practices and spread awareness of the difficulties and challenges faced by students of color, both in the classroom and socially, during their experiences at TCU.

scholarly journals Technology Usage and Academic Performance in the Pisa 2018 Report

2022 ◽  
Vol 11 (1) ◽  
pp. 130
Author(s):  
Oscar Navarro-Martinez ◽  
Beatriz Peña-Acuña
Keyword(s):  
Social Networks ◽  
Academic Success ◽  
Male Students ◽  
New Approach ◽  
Statistical Measures ◽  
Use Of Technology ◽  
Technological Advances ◽  
Appropriate Treatment ◽  
Information And Communication ◽  
And Performance

In the last two decades, the great technological advances sweeping society have made inroads into the educational sphere. The use of information and communication technology and social networks has opened up new possibilities for student learning, which require appropriate treatment by family and teachers. This quantitative study takes a new approach to investigating the relationship between Spanish teenage students’ academic success and their use of technology and social networks. It analyses data published in the 2018 PISA report to assess whether the use of these resources is appropriate, and to determine their impact on students’ learning and performance in reading, mathematics and science. The study takes a new approach in terms of the variables selected and the analysis of the data through two statistical measures. The results suggest that excessive use of technology and social networks, both during the week and at weekends, impairs performance. This finding is more acute in the case of male students, as the data indicates that they start at an earlier age and are more likely to use social media for the detrimental activity of online gaming.

Stereotype Threat Among Black Men Following Exposure to Rap Music

2020 ◽  
pp. 194855062093685
Author(s):  
Simon Howard ◽  
Erin P. Hennes ◽  
Samuel R. Sommers
Keyword(s):  
Academic Success ◽  
Stereotype Threat ◽  
Black Men ◽  
Rap Music ◽  
Black People ◽  
Negative Stereotypes ◽  
Stereotype Activation ◽  
Impaired Performance ◽  
Stereotype Threat Theory ◽  
The Impact

Stereotype threat theory argues that reminders of negative stereotypes about one’s stigmatized identity can undermine performance, but few studies have examined this phenomenon among Black Americans. Drawing from the literature on the impact of mass media on stereotype activation, we examine whether exposure to rap music induces stereotype threat among Black men. In two studies, incidental exposure to violent/misogynistic rap, but not conscious hip-hop or pop music, impaired Black (but not White) men’s cognitive performance (Experiments 1 and 2), but only when the artist was ostensibly Black (vs. White; Experiment 2). These effects were conditionally mediated by stereotype activation, such that listening to a Black (but not White) rapper activated negative stereotypes about Black people for both Black and White participants but only impaired performance among Black participants (Experiment 2). This suggests that exposure to some forms of artistic expression may activate culturally shared stereotypes and obstruct academic success among stigmatized groups.

STEREOTYPE THREAT AND STEREOTYPE LIFT: THE CASE OF 10 YEAR OLD GIRLS AND BOYS

2016 ◽  
Vol 12 (4) ◽  
pp. 21-32
Author(s):  
Anna Kwiatkowska ◽  
Małgorzata Mróz
Keyword(s):  
Stereotype Threat ◽  
Cognitive Performance ◽  
Significant Interaction ◽  
Self Esteem ◽  
The Self ◽  
Experimental Conditions ◽  
Significant Interaction Effect ◽  
Significant Drop ◽  
Stereotype Lift ◽  
And Performance

The aim of this study was to examine the effects of stereotypical and counter-stereotypicalinformation on the self-esteem and cognitive performance of 10-year-old children. Our sampleconsisted of 37 girls and 37 boys. Children were presented with 10 “mathematical” puzzles in threeexperimental conditions: stereotypical (boys are better), counter-stereotypical (girls are better), andthe control condition (no particular information). Self-esteem was measured using a non-verbaltask. The results showed a significant interaction effect of “condition x sex” on self-esteem andperformance. Girls revealed no significant differences between control and experimental conditions,while boys showed a significant drop in self-esteem and performance in the counter-stereotypicalcondition as compared to the control condition and a significant lift in self-esteem and performancein the stereotypical condition as compared to the control condition.

The Ocean Run: Stage, Cast, and Performance in a Public Park Basketball Scene

2016 ◽  
Vol 47 (1) ◽  
pp. 28-59 ◽  
Author(s):  
Michael DeLand
Keyword(s):  
Social Life ◽  
Public Life ◽  
Practical Work ◽  
Personal Relationships ◽  
Team Formation ◽  
Public Park ◽  
Personal Meanings ◽  
Basketball Game ◽  
Santa Monica ◽  
And Performance

This article investigates the production and re-production of a recurring pickup basketball game at a public park in Santa Monica, California. I argue that it is best understood as a recurring “scene”—an ecologically shaped, biographically significant, interactionally accomplished, and narratively organized pattern of social life—colloquially known as the “Ocean Run.” Drawing on Kenneth Burke’s dramatism, I suggest that the scene is constituted by the interrelation of the park’s socioecological landscape (“stage”), the diverse personal meanings that players construct through their participation (“cast”), and the practical work of re-creating the scene through situated interactions (“performance”). The park stage facilitates a sense of intimacy for players with very different personal relationships to each other and to the scene. Those players then actively mix themselves up, re-creating the scene through an “improvisational” style of team formation. Place, people, and action are dialectically related in the patterning of public life. This method of analysis is replicable in a wide variety of public scenes and sets up concrete grounds for comparison and theoretical generalizability.

scholarly journals A Values Affirmation Intervention to Improve Female Residents' Surgical Performance

2016 ◽  
Vol 8 (3) ◽  
pp. 378-383 ◽  
Author(s):  
Arghavan Salles ◽  
Claudia M. Mueller ◽  
Geoffrey L. Cohen
Keyword(s):  
Stereotype Threat ◽  
Surgical Training ◽  
Psychological Intervention ◽  
Controlled Trial ◽  
Negative Effects ◽  
Surgical Performance ◽  
Negative Stereotypes ◽  
Clinical Evaluations ◽  
Values Affirmation ◽  
Condition B

ABSTRACT  Female residents in surgical training may face stereotype threat. The awareness of negative stereotypes about surgical ability based on gender may heighten stress and thus reduce performance.Background  The main objective of this study was to assess the effectiveness of a brief stress-reducing writing exercise, known as a values affirmation, to mitigate the negative effects of stereotype threat on the performance of female surgical residents.Objective  This is a randomized, controlled trial in which 167 residents were invited to participate. A total of 45 resident volunteers, including 18 women, were randomized to the affirmation condition or the no-affirmation condition. We administered a values affirmation intervention and measured clinical evaluations data both prior to and 6 months after the intervention.Methods  Women benefited from the affirmation. Women who had participated in the affirmation exercise earned higher clinical evaluation scores than those in the control condition (B = 0.34, P < .05). For men, performance did not differ by affirmation condition (B = –0.20, P = .35).Results  Our findings suggest a benefit of values affirmation for women in surgical training, as measured by performance on clinical evaluations. This suggests that a brief psychological intervention may improve on-the-job performance for women in surgery, an underrepresented group.Conclusions

Stereotype threat, anxiety, instructor gender, and underperformance in women

2017 ◽  
Vol 18 (3) ◽  
pp. 213-229 ◽  
Author(s):  
Susan Kapitanoff ◽  
Carol Pandey
Keyword(s):  
Academic Performance ◽  
Stereotype Threat ◽  
Student Performance ◽  
Mathematics Anxiety ◽  
Role Model ◽  
Retention Rate ◽  
Specific Class ◽  
Female Role ◽  
Female Role Model ◽  
And Performance

Whatever their major, students are often required to take at least one course in statistics. After graduation, statistics is a key skill in numerous workplace settings. However, for many, it is a particularly difficult course. One factor that may play a role is the lingering misconception that women are not as good as men in mathematics subjects such as statistics. Belief in this gender stereotype can lead women to avoid taking this class and ultimately could contribute to their underrepresentation in many professions. Instructor gender may also be a factor that affects student performance. This study examined whether a female role model would reduce the detrimental effects of a gender/mathematics stereotype threat in women and improve their academic performance and retention rate. Several types of anxiety were measured to determine what aspects of anxiety might be most relevant to stereotype threat. For men, anxiety and performance were not related to the gender of their instructor or endorsement of the gender/mathematics stereotype. For women, mathematics anxiety and anxiety-about-the-specific-class were related to their endorsement of the stereotype. Having a female instructor initially led to higher rates of underperformance on the first examination among women as compared to men. Continued interaction with a female role model, however, reduced this deficit for women by the end of the semester. Understanding this process may help educators better prepare women for success in both academia and the professional world.

scholarly journals The influence of self-efficacy, interest, and stereotype threat on career intentions and choices related to math and science.

2021 ◽  
Author(s):  
Elizabeth Wong
Keyword(s):  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Negative Stereotypes ◽  
Cognitive Predictors ◽  
Math And Science ◽  
Verbal Test ◽  
And Mathematics ◽  
Science Interests

Women continue to be underrepresented in Science, Technology, Engineering and Mathematics (STEM) careers/sectors. Concurrently, negative stereotypes about women’s abilities to perform in STEM persists. This research examined whether gender stereotypes influence women’s STEM-related intentions and choices and the mediating influence of cognitive predictors based on the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994). In total, 194 women from Ryerson University were randomly assigned to a stereotype threat (n =65), stereotype nullification (n = 65), or control condition (n = 64). Participants completed questionnaires assessing math self-efficacy, math and science interests and intentions, and a math/verbal choice task. In support of SCCT, math self-efficacy and math/science interests predicted math/science intentions and choice on the math/verbal test. Furthermore, “math identified” participants in the stereotype threat condition reported lower math/science intentions. This research has implications for current interventions designed to increase women’s participation and retention in STEM.

scholarly journals Relationship Between Achievement Goals, Meta-Cognition And Academic Success In Pakistan

2009 ◽  
Vol 6 (5) ◽  
Author(s):  
Muhammad Sarwar ◽  
Muhammad Imran Yousuf ◽  
Shafqat Hussain ◽  
Shumaila Noreen
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Achievement Goals ◽  
Department Of Education ◽  
Performance Goals ◽  
Mastery Goals ◽  
And Performance ◽  
Education Academic ◽  
The University ◽  
The Relationship

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition.

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