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Exception to the rule: Can test admi...

University of Florida.

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Exception to the rule: Can test administrators prevent stereotype threat?

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Exception to the rule: Can test administrators prevent stereotype threat?/
作者:	Brown, Rashida Williams.
面頁冊數:	66 p.
附註:	Advisers: Nancy Waldron; Tracy Linderholm.
Contained By:	Dissertation Abstracts International68-06B.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3271110
ISBN:	9780549100447

Exception to the rule: Can test administrators prevent stereotype threat?
Brown, Rashida Williams.

Exception to the rule: Can test administrators prevent stereotype threat? - 66 p.

Advisers: Nancy Waldron; Tracy Linderholm.

Thesis (Ph.D.)--University of Florida, 2007.

Negative stereotypes about intellectual abilities can produce a threat that upsets the performance of stigmatized groups, such as women in mathematics and students of color in academic domains, a phenomenon called stereotype threat. There is empirical evidence that supports stereotype threat and reveals that priming negative stereotypes lead to lower intellectual performance in stigmatized group members. This study explores factors that can prevent stereotype threat. Specifically, the study examines whether stereotype threat can be prevented when an African-American role model administers a test to African-American students. Portions of a standardized achievement test were administered to European-American and African-American college students to determine the impact of test administrators on standardized test performance. Test administrators were found not to impact test performance or reduce stereotype threat.

ISBN: 9780549100447Subjects--Topical Terms:

1017673
Black Studies.

Exception to the rule: Can test administrators prevent stereotype threat?
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520 $a Negative stereotypes about intellectual abilities can produce a threat that upsets the performance of stigmatized groups, such as women in mathematics and students of color in academic domains, a phenomenon called stereotype threat. There is empirical evidence that supports stereotype threat and reveals that priming negative stereotypes lead to lower intellectual performance in stigmatized group members. This study explores factors that can prevent stereotype threat. Specifically, the study examines whether stereotype threat can be prevented when an African-American role model administers a test to African-American students. Portions of a standardized achievement test were administered to European-American and African-American college students to determine the impact of test administrators on standardized test performance. Test administrators were found not to impact test performance or reduce stereotype threat.
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