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Examining stereotype threat, academi...

Dodson-Sims, Arlana.

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Examining stereotype threat, academic self concept, and college class status among African Americans at historically Black universities and predominately White universities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining stereotype threat, academic self concept, and college class status among African Americans at historically Black universities and predominately White universities./
作者:	Dodson-Sims, Arlana.
面頁冊數:	110 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0095.
Contained By:	Dissertation Abstracts International66-01A.
標題:	Education, Guidance and Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3162076
ISBN:	9780496960583

Examining stereotype threat, academic self concept, and college class status among African Americans at historically Black universities and predominately White universities.
Dodson-Sims, Arlana.

Examining stereotype threat, academic self concept, and college class status among African Americans at historically Black universities and predominately White universities. - 110 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0095.

Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2005.

The purpose of this study was to understand the impact of stereotype threat and academic self concept among African American college students. The participants were 217 African American college students attending a Historically Black University and a Predominately White University. While there were no significant interactions among the variables, the results indicated: (1) students attending the Predominately White University felt more alienated and less supported than students attending the Historically Black University; (2) students at the Predominately White University experienced stereotype threat at a higher degree than students at the Historically Black University; (3) undergraduate students experienced more anxiety than graduate students; and (4) graduate students felt more alienated and less supported than undergraduate students. A major implication of the study is that educators and counselors at Predominately White Universities need to be sensitive to the impact stereotype threat among African American students.

ISBN: 9780496960583Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

Examining stereotype threat, academic self concept, and college class status among African Americans at historically Black universities and predominately White universities.
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