Who gets to see themselves as talented? Biased self-concepts contribute to first-generation students' disadvantage in talent-focused environments.

Autor/inn/en	Bauer, Christina A.; Job, Veronika; Hannover, Bettina
Titel	Who gets to see themselves as talented? Biased self-concepts contribute to first-generation students' disadvantage in talent-focused environments. Gefälligkeitsübersetzung: Wer sich selbst als talentiert sieht? Voreingenommene Selbstkonzepte tragen dazu bei, dass Studierende der ersten Generation in talentorientierten Umgebungen benachteiligt werden.
Quelle	In: Journal of experimental social psychology, 108 (2023) Art. 104501, 14 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0022-1031
DOI	10.1016/j.jesp.2023.104501
Schlagwörter	Bildungsmobilität; Erwartung; Intelligenz (Psy); Selbsteinschätzung; Soziale Herkunft; Kind; Motivation; Begabung; Arbeiter; Mobilität; Sozialer Aufstieg; Beruflicher Aufstieg; Auswirkung; Generationswechsel; Student; Deutschland; Westeuropa
Abstract	"Intellectual talent is commonly regarded as an important factor for success - i.e., "what it takes to succeed" in Western educational contexts. Yet, the differential experiences individuals have may not allow everyone to think of themselves as talented - i.e., as having "what it takes to succeed" - to the same degree. In five studies with 3584 students in Western countries, we show i) that first-generation students see themselves as less intellectually talented than continuing-generation students, ii) that this bias in self-concept contributes to disadvantages in their academic experience and engagement, and iii) how this disadvantage may be reduced. Quasi-experiments 1a and b (N = 694; 316) show that first-generation students view themselves as relatively less talented, but not less diligent, above and beyond prior performance-levels. Field and experimental Studies 2a-b (N = 1881; 362) show that this bias in students' talent self-concept contributes to disadvantage in first-generation students' academic experience and engagement. Experiment 3 (N = 331) suggests that talent self-concept bias is most consequential in talent-focused environments. If, however, environments emphasize effort, disadvantages connected to talent self-concepts are mitigated. The experiences first-generation students have in current Western environments seem to make them see themselves as relatively less talented, contributing to disadvantage. Creating effort-focused environments can reduce this disadvantage and promote equality." The study refers to the period 2021-2021. (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2024/1