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首页> 外文学位 >Underrepresented college students and the reduction of stereotype threat: Threat overprotection through social support, unrealistic optimism, and unintended self-handicapping of academic decision-making.
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Underrepresented college students and the reduction of stereotype threat: Threat overprotection through social support, unrealistic optimism, and unintended self-handicapping of academic decision-making.

机译：代表性不足的大学生和减少刻板印象的威胁：通过社会支持，不切实际的乐观主义和对学术决策的无意识自我阻碍，对威胁的过度保护。

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摘要

As a practitioner in Academic Student Services, I am interested in examining the replicability and real world application of Steele's (1995) stereotype vulnerability paradigm in a situation where the stereotype vulnerability performance deficit is attenuated by an instructional manipulation that diminishes the stereotype potency. Considerable evidence suggests that students from underrepresented groups face disproportionately higher levels of academic frustration and dissatisfaction with the college environment than their peers. In comparison, the members of majority groups come to college more academically prepared, are more likely to belong to second or higher generation college graduate, come from higher performing high schools, and seem to experience fewer transitional concerns adjusting to the rigor and social climate of higher education. It was believed that an application of the mechanisms may facilitate underperformance in stereotype threat conditions provides insight on how a sizable number of students from underrepresented groups perpetuate the cycle of underachievement. The author posited that students who want to insulate their self-concepts from stereotype threat may produce a self-fulfilling prophecy by embracing distraction tasks that may further serve to exacerbate academic risk while sabotaging their academic success. In this study, I examined whether the overprotection from stereotype threat results in a set of cognitive appraisals that protect students from stereotype threat but may actually perpetuate academic achievement deficits. In a 2x2 factorial design, students were randomly assigned to one of two stereotype threat conditions and one of two social distraction conditions before they completed a standardized test of performance. The investigator hypothesized that the classic stereotype threat effect would be observed but that the introduction of distraction mediation would attenuate this effect in the emergence of a stereotype threat by distraction interaction. Results of this study on 202 college students provide support for key predictions. The implications of the hypothesized findings were discussed in terms of academic resource programs that attempt to ameliorate the achievement gap between underrepresented students and their majority student peers.
机译：作为学术学生服务的从业者，我有兴趣研究斯蒂尔（1995）刻板印象脆弱性范式的可复制性和在现实世界中的应用，在这种情况下，通过减少刻板印象效力的指导性操作可以减轻刻板印象脆弱性表现的缺陷。大量证据表明，来自代表性不足群体的学生面临的学术挫败感和对大学环境的不满程度要比同龄人高得多。相比之下，多数群体的成员在进入大学时的学业准备水平更高，他们更可能属于第二代或更高一代的大学毕业生，来自表现较好的高中，并且在适应严峻和社会氛围的情况下，对过渡的关注似乎更少高等教育。人们认为，该机制的应用可能会助长刻板印象威胁条件下的不佳表现，从而使人们了解到，来自代表性不足群体的大量学生是如何使成就不足的周期得以延续的。作者认为，想要使自己的概念免受刻板印象的威胁的学生可能会通过接受分散注意力的任务来产生自我实现的预言，这些任务可能会进一步加剧学业风险，同时破坏他们的学业成功。在这项研究中，我检查了对刻板印象威胁的过度保护是否会导致一系列认知评估，从而保护学生免受刻板印象的威胁，但实际上可能会使学习成绩不足。在2x2阶乘设计中，学生在完成对表现的标准化测试之前，被随机分配到两种刻板印象威胁条件之一和两种社交干扰条件之一。研究人员假设可以观察到经典的刻板印象威胁效应，但是在通过刻板干扰而出现的刻板印象威胁中，分心调解的引入将减弱这种效应。这项针对202名大学生的研究结果为关键预测提供了支持。假设的发现的含义是根据学术资源计划进行讨论的，这些计划试图缓解代表性不足的学生与大多数同龄学生之间的成就差距。

著录项

  • 作者

    Howard, William Lynn, II.;

  • 作者单位

    University of Pennsylvania.;

  • 授予单位 University of Pennsylvania.;
  • 学科 Education Sociology of.;Education Higher.;Social Work.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 104 p.
  • 总页数 104
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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