“Two souls, two thoughts,” two self-schemas: Double consciousness can have positive academic consequences for African Americans.

Abstract

African Americans can experience a double consciousness-the two-ness of being an American and an African American. The present research hypothesized that: (a) double consciousness can function as 2 self-schemas-an independent self-schema tied to mainstream American culture and an interdependent self-schema tied to African American culture, and (b) U.S. educational settings can leverage an interdependent self-schema associated with African American culture through inclusive multicultural practices to facilitate positive academic consequences. First, a pilot experiment and Studies 1 and 2 provided evidence that double consciousness can be conceptualized as 2 self-schemas. That is, African Americans shifted their behavior (e.g., cooperation) in schema-relevant ways from more independent when primed with mainstream American culture to more interdependent when primed with African American culture. Then, Studies 3 and 4 demonstrated that incorporating African American culture within a university setting enhanced African Americans' persistence and performance on academic-relevant tasks. Finally, using the Gates Millennium Scholars dataset (Cohort 1), Study 5 conceptually replicated Studies 3 and 4 and provided support for one process that underlies the observed positive academic consequences. Specifically, Study 5 provided evidence that engagement with African American culture (e.g., involvement with cultural events/groups) on college campuses makes an interdependent self-schema more salient that increases African American students' sense of academic fit and identification, and, in turn, enhances academic performance (self-reported grades) and persistence (advanced degree enrollment in a long-term follow-up). The discussion examines double consciousness as a basic psychological phenomenon and suggests the intra- and intergroup benefits of inclusive multicultural settings.

Hablo Inglés y Español: Cultural Self-Schemas as a Function of Language

“…Other evidence points out to the potential association between this “double personality” and academic performance. Brannon et al (2015) reported evidence that when African Americans engaged in cultural activities relevant to their identity, they are more prone to activate their interdependent self-schema, which in turn, appeared related to enhanced academic performance. Naumann et al (2017) found that Mexican Americans might shape their support for certain social causes depending on their identification with either their Euro-American identity or their Mexican identity.…”

Culture and Healthy Eating

“…Within the U.S., there are some contexts, such as working class or African American contexts, where interdependence is highly valued (Stephens, Markus, & Phillips, 2014; Brannon, Markus, & Taylor, 2015). For these groups, a combination of independence and interdependence could most effectively predict healthy eating.…”

Selves in contact: how integrating perspectives on sociocultural selves and intergroup contact can inform theory and application on reducing inequality

“…Given that answers to “who am I” for members of negatively stereotyped groups can reflect imposed, undesirable, and stereotypic content, research on sociocultural selves illuminates an important complementary set of answers to “who am I.” Specifically, this research highlights answers that are self‐defined, claimed, and valued by a social group and often a response to imposed stereotypic content about the group. Moreover, such answers can assign positive meaning to group membership and reflect a social group's history, and engagement with institutions and daily practices (Brannon et al, ; see Figure ). Thus, these complementary answers allow research on sociocultural selves to enhance and elaborate understandings of social groups that are marginalized and often narrowly defined (e.g., seen through the lens of stereotypes).…”