Michael Inzlicht and Toni Schmader
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199732449
- eISBN:
- 9780199918508
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732449.001.0001
- Subject:
- Psychology, Social Psychology
Stereotype threat is defined as a situational predicament in which individuals are at risk of confirming negative stereotypes about their group. It is the resulting sense that one might ...
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Stereotype threat is defined as a situational predicament in which individuals are at risk of confirming negative stereotypes about their group. It is the resulting sense that one might be judged in terms of negative stereotypes about one’s group instead of on personal merit. Research over the past 15 years has shown that stereotype threat contributes to low performance among African Americans, Latinos, and the poor, but also among women in math and science, the elderly in memory, and even whites in athletics. This book examines this important topic not only at the level of basic processes and theory, but also at the level of application in the real world. It provides a contemporary and systematic treatment of research on the impact of negative stereotypes and devalued social identities on performance, engagement, sense of belonging, and self-control. This book is organized into four sections. The first section, Basic Processes, introduces definitions and conceptualizations of stereotype threat, including issues related to environmental triggers and questions of mechanism. Section two, Theoretical Extensions, explores how the initial theory has been refined to acknowledge stereotype threats (plural), how threat affects a sense of belonging, how it has implications that extend beyond the stereotyped domain, and the comparison of performance impairments due to motivational versus automated processes. Section three, Manifestations of Stereotype Threat, shows the breadth of the theory by exploring many of the different groups and performances to which the phenomenon of stereotype threat has been applied. Section four, Stereotype Threat and the Real World, examines issues of applied importance, taking a critical approach to understanding the extent to which stereotype threat has real-world consequences outside the lab. Finally, the originator of the theory, Claude Steele, provides a final essay in which he reflects upon the theory, from its origin to its implication.Less
Stereotype threat is defined as a situational predicament in which individuals are at risk of confirming negative stereotypes about their group. It is the resulting sense that one might be judged in terms of negative stereotypes about one’s group instead of on personal merit. Research over the past 15 years has shown that stereotype threat contributes to low performance among African Americans, Latinos, and the poor, but also among women in math and science, the elderly in memory, and even whites in athletics. This book examines this important topic not only at the level of basic processes and theory, but also at the level of application in the real world. It provides a contemporary and systematic treatment of research on the impact of negative stereotypes and devalued social identities on performance, engagement, sense of belonging, and self-control. This book is organized into four sections. The first section, Basic Processes, introduces definitions and conceptualizations of stereotype threat, including issues related to environmental triggers and questions of mechanism. Section two, Theoretical Extensions, explores how the initial theory has been refined to acknowledge stereotype threats (plural), how threat affects a sense of belonging, how it has implications that extend beyond the stereotyped domain, and the comparison of performance impairments due to motivational versus automated processes. Section three, Manifestations of Stereotype Threat, shows the breadth of the theory by exploring many of the different groups and performances to which the phenomenon of stereotype threat has been applied. Section four, Stereotype Threat and the Real World, examines issues of applied importance, taking a critical approach to understanding the extent to which stereotype threat has real-world consequences outside the lab. Finally, the originator of the theory, Claude Steele, provides a final essay in which he reflects upon the theory, from its origin to its implication.
Peter M. Gollwitzer, Caterina Gawrilow, and Gabriele Oettingen
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195391381
- eISBN:
- 9780199776894
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195391381.003.0015
- Subject:
- Psychology, Cognitive Neuroscience, Social Psychology
As highlighted by Kurt Lewin, goal attainment is not yet secured solely by forming strong commitments to highly desirable and feasible goals. There is always the subsequent issue of implementing a ...
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As highlighted by Kurt Lewin, goal attainment is not yet secured solely by forming strong commitments to highly desirable and feasible goals. There is always the subsequent issue of implementing a set goal, and one wonders what people can do to enhance their chances of being successful at this second phase of goal pursuit. A promising answer seems to be the following: People may plan out in advance how they want to solve the problems of goal implementation. But what are these problems? There are at least four problems that stand out. These problems include getting started with goal striving, staying on track, calling a halt, and not overextending oneself. We will describe research showing that making if–then plans (i.e., form implementation intentions) on how to deal with these problems indeed facilitates solving the crucial problems of goal implementation. Thereafter, we will ask whether implementation intentions foster goal attainment even under conditions that are commonly viewed as not amenable to self-regulation attempts, such as succeeding on an intelligence test or overcoming spider phobia. Finally, we will report research showing that implementation intentions can even foster goal-striving in those samples (e.g., children with ADHD) that are known to suffer from impaired action control.Less
As highlighted by Kurt Lewin, goal attainment is not yet secured solely by forming strong commitments to highly desirable and feasible goals. There is always the subsequent issue of implementing a set goal, and one wonders what people can do to enhance their chances of being successful at this second phase of goal pursuit. A promising answer seems to be the following: People may plan out in advance how they want to solve the problems of goal implementation. But what are these problems? There are at least four problems that stand out. These problems include getting started with goal striving, staying on track, calling a halt, and not overextending oneself. We will describe research showing that making if–then plans (i.e., form implementation intentions) on how to deal with these problems indeed facilitates solving the crucial problems of goal implementation. Thereafter, we will ask whether implementation intentions foster goal attainment even under conditions that are commonly viewed as not amenable to self-regulation attempts, such as succeeding on an intelligence test or overcoming spider phobia. Finally, we will report research showing that implementation intentions can even foster goal-striving in those samples (e.g., children with ADHD) that are known to suffer from impaired action control.
Michael Inzlicht and Toni Schmader
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199732449
- eISBN:
- 9780199918508
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732449.003.0001
- Subject:
- Psychology, Social Psychology
Stereotype threat is one of the most widely studied social psychological concepts of the past 20 years. In this introductory chapter, we provide a broad overview of the theory and introduce the goals ...
More
Stereotype threat is one of the most widely studied social psychological concepts of the past 20 years. In this introductory chapter, we provide a broad overview of the theory and introduce the goals of this volume. The significance of the theory lies in its ability to offer a more optimistic account of group differences in performance. By side-stepping the nature–nurture debate entirely, stereotype threat seeks to identify how factors in the immediate performance situation contribute to—if not create—the appearance of systematic differences in ability. Interest in these effects is not restricted to academic circles but has gained broad recognition in the popular press with applications beyond education to intergroup interactions, organizational behavior, and clinical diagnoses. We review the four main sections of the book: an examination of basic processes that trigger and mediate how negative stereotypes impair performance, a discussion of recent theoretical extensions to the original formulation of the theory, a review of the variety of groups in which stereotype threat has been documented, and a description of how the theory can be applied to alleviate the debilitating effects that negative stereotypes can have in academic contexts. The book is intended for anyone with an interest in the behavioral science of performance, whether from an academic, organizational, or social policy perspective. To facilitate application of basic theory to the field, each chapter provides policy recommendations stemming from the research reviewed. To inspire future research, we conclude the chapter with a review of unanswered questions that await further inquiry.Less
Stereotype threat is one of the most widely studied social psychological concepts of the past 20 years. In this introductory chapter, we provide a broad overview of the theory and introduce the goals of this volume. The significance of the theory lies in its ability to offer a more optimistic account of group differences in performance. By side-stepping the nature–nurture debate entirely, stereotype threat seeks to identify how factors in the immediate performance situation contribute to—if not create—the appearance of systematic differences in ability. Interest in these effects is not restricted to academic circles but has gained broad recognition in the popular press with applications beyond education to intergroup interactions, organizational behavior, and clinical diagnoses. We review the four main sections of the book: an examination of basic processes that trigger and mediate how negative stereotypes impair performance, a discussion of recent theoretical extensions to the original formulation of the theory, a review of the variety of groups in which stereotype threat has been documented, and a description of how the theory can be applied to alleviate the debilitating effects that negative stereotypes can have in academic contexts. The book is intended for anyone with an interest in the behavioral science of performance, whether from an academic, organizational, or social policy perspective. To facilitate application of basic theory to the field, each chapter provides policy recommendations stemming from the research reviewed. To inspire future research, we conclude the chapter with a review of unanswered questions that await further inquiry.
Joshua Aronson and Thomas Dee
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199732449
- eISBN:
- 9780199918508
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732449.003.0017
- Subject:
- Psychology, Social Psychology
Hundreds of laboratory experiments have shown that stereotype threat can undermine intellectual performance in the laboratory. But do the same processes demonstrated in the laboratory operate in the ...
More
Hundreds of laboratory experiments have shown that stereotype threat can undermine intellectual performance in the laboratory. But do the same processes demonstrated in the laboratory operate in the real world? And, can they help us explain and remediate achievement gaps between blacks and whites, well to do and poor, and women and men? In this chapter, we take up this question, reviewing the most pertinent evidence and the best-known critiques of stereotype threat. Specifically, we argue that the confluence of evidence from meta-analyses of experiments, longitudinal studies, field experiments, natural experiments, and field interventions points strongly to the conclusion that stereotype threat is a very useful construct for understanding and improving real-world achievement.Less
Hundreds of laboratory experiments have shown that stereotype threat can undermine intellectual performance in the laboratory. But do the same processes demonstrated in the laboratory operate in the real world? And, can they help us explain and remediate achievement gaps between blacks and whites, well to do and poor, and women and men? In this chapter, we take up this question, reviewing the most pertinent evidence and the best-known critiques of stereotype threat. Specifically, we argue that the confluence of evidence from meta-analyses of experiments, longitudinal studies, field experiments, natural experiments, and field interventions points strongly to the conclusion that stereotype threat is a very useful construct for understanding and improving real-world achievement.
Gregory M. Walton and Priyanka B. Carr
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199732449
- eISBN:
- 9780199918508
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732449.003.0006
- Subject:
- Psychology, Social Psychology
An important consequence of negative stereotypes that impugn non-Asian ethnic minorities’ intellectual ability and women’s mathematical ability is to convey to the targets of these stereotypes that ...
More
An important consequence of negative stereotypes that impugn non-Asian ethnic minorities’ intellectual ability and women’s mathematical ability is to convey to the targets of these stereotypes that they are not seen as individuals, that they may not be fully valued or respected—that they may not belong—in academic settings. In this chapter, we review research demonstrating that people who contend with numeric under-representation and with negative stereotypes in mainstream academic and professional arenas are vigilant for cues that could communicate they do not belong or are not fully included in these settings. When encountered, such cues can undermine people’s sense of belonging, motivation, and achievement. Further, this chapter reviews effective remedies—strategies to buttress students’ sense of social belonging in academic environments. These strategies aim to forestall negative attributions for social events in school—to lead students to see social adversity as normal and nondiagnostic of a lack of belonging. As tested in randomized intervention field experiments, variants of this intervention have improved school outcomes among black college students, black middle school students, and female engineering students, even over long periods of time. A 1-hour-long social-belonging intervention delivered in students’ freshman year improved black students’ college grades from sophomore through senior year, and reduced the achievement gap between black and white students over this period by 52%. Implications for psychological process, for stereotype threat, and for efforts to ameliorate social inequality are discussed.Less
An important consequence of negative stereotypes that impugn non-Asian ethnic minorities’ intellectual ability and women’s mathematical ability is to convey to the targets of these stereotypes that they are not seen as individuals, that they may not be fully valued or respected—that they may not belong—in academic settings. In this chapter, we review research demonstrating that people who contend with numeric under-representation and with negative stereotypes in mainstream academic and professional arenas are vigilant for cues that could communicate they do not belong or are not fully included in these settings. When encountered, such cues can undermine people’s sense of belonging, motivation, and achievement. Further, this chapter reviews effective remedies—strategies to buttress students’ sense of social belonging in academic environments. These strategies aim to forestall negative attributions for social events in school—to lead students to see social adversity as normal and nondiagnostic of a lack of belonging. As tested in randomized intervention field experiments, variants of this intervention have improved school outcomes among black college students, black middle school students, and female engineering students, even over long periods of time. A 1-hour-long social-belonging intervention delivered in students’ freshman year improved black students’ college grades from sophomore through senior year, and reduced the achievement gap between black and white students over this period by 52%. Implications for psychological process, for stereotype threat, and for efforts to ameliorate social inequality are discussed.
Geoffrey L. Cohen, Valerie Purdie-Vaughns, and Julio Garcia
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199732449
- eISBN:
- 9780199918508
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732449.003.0018
- Subject:
- Psychology, Social Psychology
Kurt Lewin, the renowned experimental social psychologist, said that understanding the processes underlying a problem can help us to remedy it. He also said that one of the best ways to understand a ...
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Kurt Lewin, the renowned experimental social psychologist, said that understanding the processes underlying a problem can help us to remedy it. He also said that one of the best ways to understand a phenomenon is by trying to change it. This chapter discusses how an understanding of “identity threat”—the psychological threat arising from possible devaluation of one’s group—led to successful interventions that closed the achievement gap in schools, a pervasive social problem in the United States. The interventions include invoking high performance standards, encouraging optimistic interpretations of adversity, and buttressing students’ sense of self-integrity and belonging. All the interventions were tested using randomized field experiments that assessed outcomes over long periods of time, sometimes years. Not only did the interventions lead to positive academic trajectories for ethnic minority students in general and female students in science, they also advanced a theoretical understanding of how identity threat compounds over time through recursive feedback loops. Because of the self-reinforcing nature of recursive cycles, subtle but well-timed interventions can have effects that appear disproportionate to their size and duration. Additionally, the research shows how making the jump from lab to field—from theory to application—can bring to light new theoretical principles related to psychological processes and intervention itself.Less
Kurt Lewin, the renowned experimental social psychologist, said that understanding the processes underlying a problem can help us to remedy it. He also said that one of the best ways to understand a phenomenon is by trying to change it. This chapter discusses how an understanding of “identity threat”—the psychological threat arising from possible devaluation of one’s group—led to successful interventions that closed the achievement gap in schools, a pervasive social problem in the United States. The interventions include invoking high performance standards, encouraging optimistic interpretations of adversity, and buttressing students’ sense of self-integrity and belonging. All the interventions were tested using randomized field experiments that assessed outcomes over long periods of time, sometimes years. Not only did the interventions lead to positive academic trajectories for ethnic minority students in general and female students in science, they also advanced a theoretical understanding of how identity threat compounds over time through recursive feedback loops. Because of the self-reinforcing nature of recursive cycles, subtle but well-timed interventions can have effects that appear disproportionate to their size and duration. Additionally, the research shows how making the jump from lab to field—from theory to application—can bring to light new theoretical principles related to psychological processes and intervention itself.
ANTHONY D. PELLEGRINI and ROBYN M. HOLMES
- Published in print:
- 2006
- Published Online:
- April 2010
- ISBN:
- 9780195304381
- eISBN:
- 9780199894321
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195304381.003.0003
- Subject:
- Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology
Children's opportunities for free time (in the form of recess) and corresponding opportunities to interact with their peers have been eliminated or diminished in many school systems across the United ...
More
Children's opportunities for free time (in the form of recess) and corresponding opportunities to interact with their peers have been eliminated or diminished in many school systems across the United States, Canada, and the United Kingdom. The movement to minimize recess in schools may be popular because politicians and school superintendents see this as a way in which to “get tough on education, provide more “academic time” for students, and improve academic performance. On the other hand, although many educators and parents recognize the centrality of teaching skills and maximizing the efficient use of relatively scarce classroom time, they also see the necessity of breaks between periods of intense work, when children can both relax and interact with peers, with the hope that they will return to their classrooms after their breaks and work with renewed interest. This chapter discusses the effect of recess on children's cognitive performance, the role of peer interaction at recess in predicting first-grade achievement, and the importance of peer interaction for adjustment to school.Less
Children's opportunities for free time (in the form of recess) and corresponding opportunities to interact with their peers have been eliminated or diminished in many school systems across the United States, Canada, and the United Kingdom. The movement to minimize recess in schools may be popular because politicians and school superintendents see this as a way in which to “get tough on education, provide more “academic time” for students, and improve academic performance. On the other hand, although many educators and parents recognize the centrality of teaching skills and maximizing the efficient use of relatively scarce classroom time, they also see the necessity of breaks between periods of intense work, when children can both relax and interact with peers, with the hope that they will return to their classrooms after their breaks and work with renewed interest. This chapter discusses the effect of recess on children's cognitive performance, the role of peer interaction at recess in predicting first-grade achievement, and the importance of peer interaction for adjustment to school.
Jenessa R. Shapiro
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199732449
- eISBN:
- 9780199918508
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732449.003.0005
- Subject:
- Psychology, Social Psychology
The psychological experience of stereotype threat—a concern about being seen through the lens of a negative stereotype—can undermine motivation and performance in stereotype-relevant fields (Steele, ...
More
The psychological experience of stereotype threat—a concern about being seen through the lens of a negative stereotype—can undermine motivation and performance in stereotype-relevant fields (Steele, Spencer, & Aronson, 2002). However, a key question remains: What exactly is stereotype threat a threat to, or a fear of? A close look at this important literature reveals that “stereotype threat” is often employed to describe and explain distinct processes and phenomena. The present chapter reviews a new approach to stereotype threat: the Multi-Threat Framework (Shapiro & Neuberg, 2007). In contrast to previous research, the Multi-Threat Framework articulates six qualitatively distinct stereotype threats that emerge from the intersection of two dimensions—the target of the stereotype threat (who will one’s stereotype-relevant actions reflect upon: the self or one’s group) and the source of the stereotype threat (who will judge these stereotype-relevant actions: the self, outgroup others, or ingroup others). Each of these stereotype threats have different eliciting conditions and moderators, are mediated by somewhat different processes, are experienced to different degrees by different negatively stereotyped groups, are coped with and compensated for in different ways, and require different interventions to overcome. The chapter focuses on the diversity of situational and individual difference factors that moderate an individual’s susceptibility to the different types of stereotype threats, as these factors shed light on when each of the stereotypes threats will emerge and how to best remediate the negative consequences of these stereotype threats.Less
The psychological experience of stereotype threat—a concern about being seen through the lens of a negative stereotype—can undermine motivation and performance in stereotype-relevant fields (Steele, Spencer, & Aronson, 2002). However, a key question remains: What exactly is stereotype threat a threat to, or a fear of? A close look at this important literature reveals that “stereotype threat” is often employed to describe and explain distinct processes and phenomena. The present chapter reviews a new approach to stereotype threat: the Multi-Threat Framework (Shapiro & Neuberg, 2007). In contrast to previous research, the Multi-Threat Framework articulates six qualitatively distinct stereotype threats that emerge from the intersection of two dimensions—the target of the stereotype threat (who will one’s stereotype-relevant actions reflect upon: the self or one’s group) and the source of the stereotype threat (who will judge these stereotype-relevant actions: the self, outgroup others, or ingroup others). Each of these stereotype threats have different eliciting conditions and moderators, are mediated by somewhat different processes, are experienced to different degrees by different negatively stereotyped groups, are coped with and compensated for in different ways, and require different interventions to overcome. The chapter focuses on the diversity of situational and individual difference factors that moderate an individual’s susceptibility to the different types of stereotype threats, as these factors shed light on when each of the stereotypes threats will emerge and how to best remediate the negative consequences of these stereotype threats.
Angela D. Staples and John and E. Bates
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780195395754
- eISBN:
- 9780199894468
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195395754.003.0007
- Subject:
- Psychology, Developmental Psychology
This chapter focuses on the consequences of sleep deficits for children between one and ten years of age. Research on adolescents and adults strongly suggests that sleep plays important roles in ...
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This chapter focuses on the consequences of sleep deficits for children between one and ten years of age. Research on adolescents and adults strongly suggests that sleep plays important roles in learning and behavior. Recent reviews suggest that less than optimal nighttime sleep is associated with less than optimal functioning during the day, particularly with respect to adults' learning, adolescents' academic performance, and attention deficit disorders in children. Likewise, sleep disordered breathing has been linked with cognitive functioning and emotions and behavior problems in children between the ages of four and sixteen years.Less
This chapter focuses on the consequences of sleep deficits for children between one and ten years of age. Research on adolescents and adults strongly suggests that sleep plays important roles in learning and behavior. Recent reviews suggest that less than optimal nighttime sleep is associated with less than optimal functioning during the day, particularly with respect to adults' learning, adolescents' academic performance, and attention deficit disorders in children. Likewise, sleep disordered breathing has been linked with cognitive functioning and emotions and behavior problems in children between the ages of four and sixteen years.
Charles Fowler
- Published in print:
- 2001
- Published Online:
- October 2011
- ISBN:
- 9780195148336
- eISBN:
- 9780199849154
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195148336.003.0014
- Subject:
- Music, Philosophy of Music
The effect of arts study on learning in general, though not yet substantiated sufficiently, can be surprisingly positive. Students that study the arts seem to do better overall. Apparently there is a ...
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The effect of arts study on learning in general, though not yet substantiated sufficiently, can be surprisingly positive. Students that study the arts seem to do better overall. Apparently there is a critical, though as yet not adequately explained or documented, link between the extent of arts engagement and the quality of academic performance. In a variety of programs across the United States, the arts have been credited with helping young minds perform well and encouraging students to stay in school. The Florida Department of Education, for example, found a direct correlation between an active fine and performing arts program and increased student motivation and a lower dropout rate. The Manchester Craftsmen's Guild in Pittsburgh, an organization that apprentices young at-risk, inner-city students in the arts while teaching them mathematics, English, and other subjects, found a correlation between the arts and student academic performance.Less
The effect of arts study on learning in general, though not yet substantiated sufficiently, can be surprisingly positive. Students that study the arts seem to do better overall. Apparently there is a critical, though as yet not adequately explained or documented, link between the extent of arts engagement and the quality of academic performance. In a variety of programs across the United States, the arts have been credited with helping young minds perform well and encouraging students to stay in school. The Florida Department of Education, for example, found a direct correlation between an active fine and performing arts program and increased student motivation and a lower dropout rate. The Manchester Craftsmen's Guild in Pittsburgh, an organization that apprentices young at-risk, inner-city students in the arts while teaching them mathematics, English, and other subjects, found a correlation between the arts and student academic performance.
Paul R. Sackett and Ann Marie Ryan
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199732449
- eISBN:
- 9780199918508
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732449.003.0016
- Subject:
- Psychology, Social Psychology
The vast majority of stereotype threat research has been done in laboratory settings, and the focus of the chapter is on generalizing findings to the use of cognitive ability tests in high-stakes ...
More
The vast majority of stereotype threat research has been done in laboratory settings, and the focus of the chapter is on generalizing findings to the use of cognitive ability tests in high-stakes settings, such as personnel selection and admission for higher education. We first discuss some mischaracterization of the research findings on stereotype threat. Next, we discuss concerns regarding the generalizability of research findings to operational testing contexts, focusing on the degree to which boundary conditions for the experience of stereotype threat are met in high-stakes settings, and on the possibility of overcoming the inhibitory effects of experienced threat in high-stakes settings. We then review the limited existing research conducted in operational settings, including experimental, quasi-experimental, and observational studies. Our assessment is that research to date has not provided evidence of consistent and replicable threat effects in high-stakes settings, and that more research in operational testing settings is needed.Less
The vast majority of stereotype threat research has been done in laboratory settings, and the focus of the chapter is on generalizing findings to the use of cognitive ability tests in high-stakes settings, such as personnel selection and admission for higher education. We first discuss some mischaracterization of the research findings on stereotype threat. Next, we discuss concerns regarding the generalizability of research findings to operational testing contexts, focusing on the degree to which boundary conditions for the experience of stereotype threat are met in high-stakes settings, and on the possibility of overcoming the inhibitory effects of experienced threat in high-stakes settings. We then review the limited existing research conducted in operational settings, including experimental, quasi-experimental, and observational studies. Our assessment is that research to date has not provided evidence of consistent and replicable threat effects in high-stakes settings, and that more research in operational testing settings is needed.
Janice M. McCabe
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780226409498
- eISBN:
- 9780226409665
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226409665.001.0001
- Subject:
- Education, Higher Education
What types of friendship networks do students form? Who forms which type? What academic and social outcomes are attached to them? And how they impact students after college? These are some of the ...
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What types of friendship networks do students form? Who forms which type? What academic and social outcomes are attached to them? And how they impact students after college? These are some of the issues this book considers as it follows Alberto, Mary, Martin, and their peers over a five-year period from their undergraduate years at MU into life after college. By investigating the connections among students’ friends, this book identifies three types of friendship networks—tight-knitters, compartmentalizers, and samplers. Friendship networks positively and negatively impact students’ academic performance, social experiences, and life after college. And they do so differently across racial, gender, and class backgrounds. In brief, the benefits of friendship are not the same for all friends or for all students. Although friendships can drag down students’ academic success, friendships can also keep students in school, giving them a sense of belonging and enjoyment. This book challenges views of friendships as either helping or harming students by showing how and for whom friends help and hinder. Connecting rich descriptions of students’ experiences with detailed maps of their friendships over time provides a uniquely deep and nuanced lens on the lasting academic and social benefits of friends. This book advances and reorients both conceptualization and empirical investigation by showing how college friendships matter academically and socially, and how they matter differently across social categories. The book also provides suggestions for students, parents, faculty and administrators who seek to help students thrive academically and socially.Less
What types of friendship networks do students form? Who forms which type? What academic and social outcomes are attached to them? And how they impact students after college? These are some of the issues this book considers as it follows Alberto, Mary, Martin, and their peers over a five-year period from their undergraduate years at MU into life after college. By investigating the connections among students’ friends, this book identifies three types of friendship networks—tight-knitters, compartmentalizers, and samplers. Friendship networks positively and negatively impact students’ academic performance, social experiences, and life after college. And they do so differently across racial, gender, and class backgrounds. In brief, the benefits of friendship are not the same for all friends or for all students. Although friendships can drag down students’ academic success, friendships can also keep students in school, giving them a sense of belonging and enjoyment. This book challenges views of friendships as either helping or harming students by showing how and for whom friends help and hinder. Connecting rich descriptions of students’ experiences with detailed maps of their friendships over time provides a uniquely deep and nuanced lens on the lasting academic and social benefits of friends. This book advances and reorients both conceptualization and empirical investigation by showing how college friendships matter academically and socially, and how they matter differently across social categories. The book also provides suggestions for students, parents, faculty and administrators who seek to help students thrive academically and socially.
Keith Thomas
- Published in print:
- 1994
- Published Online:
- October 2011
- ISBN:
- 9780198229742
- eISBN:
- 9780191678912
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198229742.003.0008
- Subject:
- History, British and Irish Modern History
This chapter examines college life at Oxford during the period from 1945 to 1970. College life during this period represents a picture of immense vitality and diversity. In addition to the ...
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This chapter examines college life at Oxford during the period from 1945 to 1970. College life during this period represents a picture of immense vitality and diversity. In addition to the differences in academic performance, the colleges also differed significantly in terms of size, social composition, and sport reputation. This was reflected in the uneven distribution of blues, dining clubs, overseas students, and bachelor fellows. This chapter also discusses the impact of the Franks Commission report on the administrative structure of the university.Less
This chapter examines college life at Oxford during the period from 1945 to 1970. College life during this period represents a picture of immense vitality and diversity. In addition to the differences in academic performance, the colleges also differed significantly in terms of size, social composition, and sport reputation. This was reflected in the uneven distribution of blues, dining clubs, overseas students, and bachelor fellows. This chapter also discusses the impact of the Franks Commission report on the administrative structure of the university.
Elizabeth Mertz
- Published in print:
- 2007
- Published Online:
- January 2010
- ISBN:
- 9780195183108
- eISBN:
- 9780199870875
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195183108.003.0008
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter discusses student participation in the law school classroom, with particular attention to race and gender as well as status and context. The implications for our understandings of ...
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This chapter discusses student participation in the law school classroom, with particular attention to race and gender as well as status and context. The implications for our understandings of diversity, both in the law school classroom and beyond it, are examined. A threshold question is that of the effect or importance of student participation profiles in terms of students' overall experience. In other words, what difference does student participation make? On the one hand, the typical first-year law school class is graded almost entirely on the basis of written work; it is unusual to find class participation playing much of a role in professors' grading schemes. On the other hand, researchers in other educational settings have found a link between class participation and students' sense of self-esteem, their overall performance, and their sense of inclusion in the wider communities and professions into which they are supposedly being socialized.Less
This chapter discusses student participation in the law school classroom, with particular attention to race and gender as well as status and context. The implications for our understandings of diversity, both in the law school classroom and beyond it, are examined. A threshold question is that of the effect or importance of student participation profiles in terms of students' overall experience. In other words, what difference does student participation make? On the one hand, the typical first-year law school class is graded almost entirely on the basis of written work; it is unusual to find class participation playing much of a role in professors' grading schemes. On the other hand, researchers in other educational settings have found a link between class participation and students' sense of self-esteem, their overall performance, and their sense of inclusion in the wider communities and professions into which they are supposedly being socialized.
Angelo J. Bellomo
- Published in print:
- 2006
- Published Online:
- September 2009
- ISBN:
- 9780195179477
- eISBN:
- 9780199864638
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195179477.003.0025
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
A better understanding of the relationship between school conditions and students' academic performance could engender major support for improving the quality of the learning environment. An ...
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A better understanding of the relationship between school conditions and students' academic performance could engender major support for improving the quality of the learning environment. An important step in improving conditions in the learning environment is a routine inspection and evaluation program. Such inspections typically focus on identifying and mitigating risks to the health and safety of school occupants, but the data generated could also be used to examine the relationships between school conditions, students' health and safety, and academic performance. This chapter presents an approach to routine inspections.Less
A better understanding of the relationship between school conditions and students' academic performance could engender major support for improving the quality of the learning environment. An important step in improving conditions in the learning environment is a routine inspection and evaluation program. Such inspections typically focus on identifying and mitigating risks to the health and safety of school occupants, but the data generated could also be used to examine the relationships between school conditions, students' health and safety, and academic performance. This chapter presents an approach to routine inspections.
Carola Suárez-Orozco, Margary Martin, Mikael Alexandersson, L. Janelle Dance, and Johannes Lunneblad
- Published in print:
- 2013
- Published Online:
- March 2016
- ISBN:
- 9780814760949
- eISBN:
- 9780814724354
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814760949.003.0006
- Subject:
- Sociology, Race and Ethnicity
This chapter examines whether schools that are successful with immigrant-origin children employ practices that have the promise of being useful elsewhere. Focusing on two high schools in the United ...
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This chapter examines whether schools that are successful with immigrant-origin children employ practices that have the promise of being useful elsewhere. Focusing on two high schools in the United States and two in Sweden, it considers overt curricula and programs that prepare children of immigrants to be active and empowered actors in the multicultural, global contexts of their receiving nations. Using a case study methodological strategy, the chapter explores school-based practices that are implemented in innovative, “promising” school settings to ease the transition and integration of immigrant-origin youth as well as foster and enhance their academic performance. As part of their preparation agenda, the schools in both Sweden and the United States make accommodations for newcomer immigrant-origin students and second-language learners, allowing them to catch up with their native-born peers.Less
This chapter examines whether schools that are successful with immigrant-origin children employ practices that have the promise of being useful elsewhere. Focusing on two high schools in the United States and two in Sweden, it considers overt curricula and programs that prepare children of immigrants to be active and empowered actors in the multicultural, global contexts of their receiving nations. Using a case study methodological strategy, the chapter explores school-based practices that are implemented in innovative, “promising” school settings to ease the transition and integration of immigrant-origin youth as well as foster and enhance their academic performance. As part of their preparation agenda, the schools in both Sweden and the United States make accommodations for newcomer immigrant-origin students and second-language learners, allowing them to catch up with their native-born peers.
Michelle Jackson (ed.)
- Published in print:
- 2013
- Published Online:
- June 2013
- ISBN:
- 9780804783026
- eISBN:
- 9780804784481
- Item type:
- book
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804783026.001.0001
- Subject:
- Sociology, Social Stratification, Inequality, and Mobility
In many countries, concern about socio-economic inequalities in educational attainment has focused on inequalities in test scores and grades. The presumption has been that the best way to reduce ...
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In many countries, concern about socio-economic inequalities in educational attainment has focused on inequalities in test scores and grades. The presumption has been that the best way to reduce inequalities in educational outcomes is to reduce inequalities in performance, but is this presumption correct? This book offers a comprehensive cross-national examination of the roles of performance and choice in generating inequalities in educational attainment. It combines in-depth studies by country specialists, with chapters discussing general empirical, methodological, and theoretical aspects of educational inequality. The aim is to investigate the extent to which inequalities in educational attainment can be attributed to differences in academic performance between socio-economic groups, and how far they can be attributed to differences in the choices made by students from these groups. The contributors focus predominantly on inequalities related to parental class and parental education.Less
In many countries, concern about socio-economic inequalities in educational attainment has focused on inequalities in test scores and grades. The presumption has been that the best way to reduce inequalities in educational outcomes is to reduce inequalities in performance, but is this presumption correct? This book offers a comprehensive cross-national examination of the roles of performance and choice in generating inequalities in educational attainment. It combines in-depth studies by country specialists, with chapters discussing general empirical, methodological, and theoretical aspects of educational inequality. The aim is to investigate the extent to which inequalities in educational attainment can be attributed to differences in academic performance between socio-economic groups, and how far they can be attributed to differences in the choices made by students from these groups. The contributors focus predominantly on inequalities related to parental class and parental education.
Margaret F. Brinig and Nicole Stelle Garnett
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226122007
- eISBN:
- 9780226122144
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226122144.003.0002
- Subject:
- Education, Educational Policy and Politics
This chapter describes charter schools in the United States. Particular attention is paid to the connections between Catholic schools and charter schools, including the competitive pressures that ...
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This chapter describes charter schools in the United States. Particular attention is paid to the connections between Catholic schools and charter schools, including the competitive pressures that charter schools place on Catholic schools, on charter schools’ role as an alternative to more-ambitious school choice efforts, on the development of “quasi-religious” charter schools, and on the debate within the Catholic school sector about whether bishops should “convert” Catholic schools to secular charter schools in order to secure public funding. The chapter concludes by reviewing three such conversion experiments. The chapter also covers the remarkable ascendancy of charter schools since Minnesota enacted the first charter school law in 1991, distinctions between charter school laws and their effects on the charter school landscape in various states, on the diversity of among individual charter schools, and debates about charter schools’ academic performance.Less
This chapter describes charter schools in the United States. Particular attention is paid to the connections between Catholic schools and charter schools, including the competitive pressures that charter schools place on Catholic schools, on charter schools’ role as an alternative to more-ambitious school choice efforts, on the development of “quasi-religious” charter schools, and on the debate within the Catholic school sector about whether bishops should “convert” Catholic schools to secular charter schools in order to secure public funding. The chapter concludes by reviewing three such conversion experiments. The chapter also covers the remarkable ascendancy of charter schools since Minnesota enacted the first charter school law in 1991, distinctions between charter school laws and their effects on the charter school landscape in various states, on the diversity of among individual charter schools, and debates about charter schools’ academic performance.
Christiana Kartsonaki, Michelle Jackson, and David R. Cox
- Published in print:
- 2013
- Published Online:
- June 2013
- ISBN:
- 9780804783026
- eISBN:
- 9780804784481
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804783026.003.0002
- Subject:
- Sociology, Social Stratification, Inequality, and Mobility
This chapter discusses a method for providing quantitative estimates of the relative importance of primary and secondary effects in creating educational inequalities, describes the method, and ...
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This chapter discusses a method for providing quantitative estimates of the relative importance of primary and secondary effects in creating educational inequalities, describes the method, and derives standard errors for the estimates both of primary and secondary effects and their relative importance. At the heart of the method is an idealized process that links social background, academic performance, and the transition. To investigate the relative importance of primary and secondary effects, the method combines the choice distribution of students of one class with the performance distribution of students of another to produce a synthesized, or potential, outcome. It concludes that approximation to the log odds may give biased estimates when probabilities of transition critically depend on the tails of the distribution. In that case, standard errors calculated using the delta method are likely to be underestimated.Less
This chapter discusses a method for providing quantitative estimates of the relative importance of primary and secondary effects in creating educational inequalities, describes the method, and derives standard errors for the estimates both of primary and secondary effects and their relative importance. At the heart of the method is an idealized process that links social background, academic performance, and the transition. To investigate the relative importance of primary and secondary effects, the method combines the choice distribution of students of one class with the performance distribution of students of another to produce a synthesized, or potential, outcome. It concludes that approximation to the log odds may give biased estimates when probabilities of transition critically depend on the tails of the distribution. In that case, standard errors calculated using the delta method are likely to be underestimated.
David Turner
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780300189926
- eISBN:
- 9780300213133
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300189926.003.0008
- Subject:
- History, British and Irish Early Modern History
This chapter describes the British public school system from 1980 to 2014. Topics covered include the first round of what would become known as “the facilities arms race” in the 1980s—a dash by ...
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This chapter describes the British public school system from 1980 to 2014. Topics covered include the first round of what would become known as “the facilities arms race” in the 1980s—a dash by schools to spend more than each other on new buildings and equipment, in a bid to attract pupils; the introduction of the Assisted Places Scheme, which replaced, for secondary school age children deemed intellectually able, the state-funded places that disappeared with the end of the direct grant system; increased accountability of schools for students' academic performance; and the reversal of public schools' earlier neglect of science and maths.Less
This chapter describes the British public school system from 1980 to 2014. Topics covered include the first round of what would become known as “the facilities arms race” in the 1980s—a dash by schools to spend more than each other on new buildings and equipment, in a bid to attract pupils; the introduction of the Assisted Places Scheme, which replaced, for secondary school age children deemed intellectually able, the state-funded places that disappeared with the end of the direct grant system; increased accountability of schools for students' academic performance; and the reversal of public schools' earlier neglect of science and maths.
