Stereotype Threat and the Student‐athlete

Dee, Thomas S.

doi:10.1111/ecin.12006

Cited by 30 publications

(16 citation statements)

References 23 publications

(43 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…3 The K-12 peer effects literature indicates that an increased proportion of black peers may lower academic performance, although the magnitude 2. Dee (2014) provides an example in economics. Student athletes, particularly males, may be stereotyped as "dumb jocks."…”

Section: Racial Peer Effectsmentioning

confidence: 99%

Classroom Diversity and Academic Outcomes

Dills

2017

Economic Inquiry

View full text Add to dashboard Cite

Section: Racial Peer Effectsmentioning

confidence: 99%

Classroom Diversity and Academic Outcomes

Dills

2017

Economic Inquiry

View full text Add to dashboard Cite

“…regarding their lack of intelligence and rigor of coursework (Sailes, 1996), especially male student-athletes in the revenue generating sports of football and basketball (Shulman & Bowen, 2001) at highly selective universities (Dee, 2014). In addition to athletic stigmas, empirical evidence has revealed that there are stereotypes within institutions reflecting Black students' insufficient academic and intellectual capabilities at PWIs (Littleton, 2003) and Black athletes'…”

Section: Background and Contextmentioning

confidence: 99%

“…Results from Dee's (2014) experimental design found that the academic stigma associated with being a student-athlete at a highly selective college or university makes a substantial contribution to their academic underperformance, particularly for males. Stone et al (1999) found that the people most negatively affected by the threat of conforming to a negative stereotype are those whose sense of self-worth is connected to the outcome of their performance in the stereotype threatened domain.…”

Section: Negative Impact Of Stereotype Threat On Black Student-athletesmentioning

confidence: 99%

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Griffin

2016

International Journal of Qualitative Studies in Education

View full text Add to dashboard Cite

Who is Whistling Vivaldi?: How Black Football Players Engage with Stereotype Threats in CollegeWhitney Nicole Griffin Chair of the Supervisory Committee:Professor Clayton Cook Educational PsychologyResearch has shown that the threat of negative stereotypes can have pernicious effects on the decision-making thoughts and behaviors for those who are targets (Steele, 2011). When college students and professors subscribe to stereotypes that student-athletes enter college based solely on their physical abilities rather than their academic and intellectual capabilities, targets of the stereotypes may experience identity dissonance that exacerbates their decisions, behaviors, and ultimately their academic performance. In light of the impact of negative stereotypes on student-athlete performance, the purpose of this dissertation was to conduct a phenomenological, qualitative study that examined how Black male football players engage and cope with negative stereotypes at a predominantly White institution (PWI). Data was collected and analyzed from semi-structured interviews with 10 Black male football student-athletes employing grounded theory methodology to examine how they experience, are affected by, and respond to negative stereotypes.Empirical results elucidate various strategies employed to engage with stereotype threat.Thematic categories include responses that exacerbated, habituated to, or mitigated the stereotype encounter. The current study investigates the successful coping strategies Black football players currently use. Emergent themes gained from this inquiry helped the researcher 4 identify specific harbingers for interventions that would inculcate Black male student-athletes with tools to mitigate negative stereotypes that may undermine their performance in college and all areas of life. Implications are further discussed for postulating an institutionalized workshop series designed to teach effective coping mechanisms for all Black athletes.

show abstract

“…This anxiety can effectively become self-fulfilling by impeding academic performance. In an economic model of student effort, ST can be modeled as a negative shock to the production function that maps student effort into valued skills (Dee, 2014). When effort is a complement to native ability in the production of skills, a negative ST shock unambiguously reduces student effort and, by implication, academic outcomes.…”

Section: Social Identity and Achievement Gaps-theory And Evidencementioning

confidence: 99%

“…When effort is a complement to native ability in the production of skills, a negative ST shock unambiguously reduces student effort and, by implication, academic outcomes. However, in situations where students see increased effort as a substitute for ability, a negative ability shock due to ST would increase student effort and, perhaps even, student performance (Dee, 2014). This may explain the small number of anomalous findings that female students exerted more effort when confronted with an offensive cartoon that deprecated the ability of females to do math (i.e., they may view the "priming" as absurd and offensive and respond with increased effort).…”

Section: Social Identity and Achievement Gaps-theory And Evidencementioning

confidence: 99%