Coping With Ethnic Stereotypes in the Academic Domain: Perceived Injustice and Psychological Disengagement

Schmader, Toni; Major, Brenda; Gramzow, Richard H.

doi:10.1111/0022-4537.00203

Cited by 237 publications

(276 citation statements)

References 46 publications

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“…This is important because studies have found that stereotype threat effects can lead to VERTICAL COLLECTIVISM AND STEREOTYPE THREAT 21 disengagement with the academic domain (Schmader, Major, & Gramzow, 2001), which might amplify educational disadvantages (e.g., Kristen et al, 2008). Second, the deployment of these temporary individual mobility strategies should be valued by their own group because it is consistent with the group's achievement expectations (Phalet & Claeys, 1993), and thus should reduce potential worries about not living up to the group's expectations.…”

Section: Effects Of Coping Strategiesmentioning

confidence: 99%

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

Mok

Martiny

Gleibs

et al. 2017

Learning and Individual Differences

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outcomes. For this reason, we investigate the interaction between vertical collectivism and the activation of negative stereotypes on the academic performance of migrant students. More precisely, we argue that the more Turkish-origin students endorse vertical collectivism (i.e., the willingness to sacrifice individual interests for their group's interests), the more they try to meet their group's high achievement expectations after negative stereotype activation. This increases performance pressure and thus impairs their performance. We further argue that vertical collectivism increases migrants students' motivation to temporarily join a high performing outgroup in order to achieve high performance outcomes in the future. An experiment conducted in classrooms (N = 94) with Turkish-origin students confirmed our hypotheses. Implications for dealing with stereotype threat in educational contexts are discussed.

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Section: Effects Of Coping Strategiesmentioning

confidence: 99%

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

Mok

Martiny

Gleibs

et al. 2017

Learning and Individual Differences

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“…This scale measures the extent to which students enjoy and are interested in the course. We measured individual interest with a 4-item "Devaluing" scale (Schmader, Major, & Gramzow, 2001) that was reverse coded by Jones (2010a) to measure the extent to which students found the courses to be important and valuable. We measured academic caring using the 4-item Teacher Academic Support scale and personal caring using the 4-item Teacher Personal Support scale, both of which are subscales of the Classroom Life Instrument (Johnson et al, 1983).…”

Section: Quantitative Phasementioning

confidence: 99%

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

109

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We identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses. We employed a two-phase, sequential, explanatory, mixed methods research design. For the quantitative phase, 47 undergraduate students at a large public university completed a questionnaire that measured the components of the MUSIC Model of Academic Motivation (Jones, 2009): empowerment, usefulness, success, situational interest, individual interest, academic caring, and personal caring. For the qualitative phase that followed, 10 students answered questions related to the MUSIC components. We identified several instructional elements that led to motivating opportunities that affected students' motivation to engage in the courses. We discuss how these motivating opportunities can foster or hinder students' engagement and provide implications for instruction.

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“…When discrimination is detected, perceptions of personal control may be reduced such that members of low-status groups may be less likely to identify actions that could ameliorate the patronizing and anger-inspiring situation. As a result, group-based inequities may be associated with performance decrements among low-status but not highstatus group members (Schmader, Major, & Gramzow, 2001). …”

Section: What Effects Do Patronizing Behaviors Have On Low-power People?mentioning

confidence: 99%

Power and the Creation of Patronizing Environments: The Stereotype-Based Behaviors of the Powerful and Their Effects on Female Performance in Masculine Domains.

Vescio¹,

Gervais²,

Snyder³

et al. 2005

Journal of Personality and Social Psychology

233

199

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This work tested the following hypothesis: When powerful men stereotype their female subordinates in masculine domains, they behave in patronizing ways that affect the performance of their subordinates. Experiment 1 examined the stereotyping tendencies and patronizing behaviors of the powerful. Findings revealed that powerful men who stereotyped their female subordinates (i.e., those who were weakness focused) gave female subordinates few valued resources but much praise. In Experiment 2, low-power participants received resources (valued or devalued positions) and praise (high or low) from a powerful man. Subordinates who were assigned to a devalued position but received high praise (i.e., the patronizing behavior mirrored from Experiment 1) were angry. However, men performed better in the anger-inspiring situation, whereas women performed worse.

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Coping With Ethnic Stereotypes in the Academic Domain: Perceived Injustice and Psychological Disengagement

Cited by 237 publications

References 46 publications

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Power and the Creation of Patronizing Environments: The Stereotype-Based Behaviors of the Powerful and Their Effects on Female Performance in Masculine Domains.

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