Modern Psychological Studies
Periodical Title
Modern Psychological Studies
Volume
18
Number
2
Page Numbers
pages 23-30
Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Date
2013
Abstract
Stereotype threat is a highly evident phenomenon that has been used to explain why minority groups underperform in academics compared to Caucasians (Steele, 1997; Steele, Spencer, & Aronson, 2002). This study examined whether an induced feeling of belonging (via information about potential), either in the academic or social domain, can attenuate the effects of stereotype threat on the academic performance of African Americans and Latinos. Results suggest that minority students who are told they have either academic potential or are not told any information about potential (i.e., control condition) perform similarly on an IQ test. However, when minority students are told they have social potential, a marginally significant decrease in performance is evident when compared to the academic potential and control conditions. At the same time, the performance of Caucasian students is not affected by information about potential.
Subject
Psychology
Discipline
Psychology
Document Type
article
DCMI Type
Text
Extent
8 leaves
Language
English
Call Number
BF1 .M63 v. 18 no. 2 2013
Rights
http://rightsstatements.org/vocab/InC/1.0/
Recommended Citation
Skourletos, Joanne C.; Murphy, Mary C.; Emerson, Katherine T.U.; and Carter, Evelyn A.
(2013)
"Social identity and academic belonging: creating environments to minimize the achievement gap among African American and Latino students,"
Modern Psychological Studies: Vol. 18:
No.
2, Article 4.
Available at:
https://scholar.utc.edu/mps/vol18/iss2/4
Department
Dept. of Psychology