Literaturnachweis - Detailanzeige
Autor/inn/en | Mello, Zena R.; Mallett, Robyn K.; Andretta, James R.; Worrell, Frank C. |
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Titel | Stereotype Threat and School Belonging in Adolescents from Diverse Racial/Ethnic Backgrounds |
Quelle | In: Journal of At-Risk Issues, 17 (2012) 1, S.9-14 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1098-1608 |
Schlagwörter | Adolescents; Minority Groups; American Indians; Asian Americans; Stereotypes; Social Attitudes; African Americans; Hispanic Americans; Whites; Student Attitudes; Identification (Psychology); Racial Differences; Secondary School Students; High School Students; Socioeconomic Status; Multigroup Ethnic Identity Measure Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ethnische Minderheit; American Indian; Indianer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Klischee; Social attidude; Soziale Einstellung; Afroamerikaner; Hispanic; Hispanoamerikaner; White; Weißer; Schülerverhalten; Rassenunterschied; Sekundarschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status |
Abstract | In this study, we extend research on stereotype threat to adolescents and to school belonging. Stereotype threat refers to the impact of societal stereotypes on individual performance. Participants included adolescents from marginalized racial/ethnic minority groups including African Americans, American Indians, and Latinos and nonmarginalized racial/ethnic groups including Asian Americans and European Americans. A subtle manipulation that involved altering the sequence of instruments on a survey was employed to make identity salient and to activate stereotype threat. Results indicated that marginalized minority adolescents in the threat condition reported lower school belonging scores than their counterparts in the nonthreat condition, with a small to medium effect size. Making identity salient did not affect school belonging in nonmarginalized participants. Findings have implications for academic performance in minority adolescents. (Contains 1 table and 1 figure.) (As Provided). |
Anmerkungen | National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |