"Our Biggest Challenge Is Stereotypes": Understanding Stereotype Threat and the Academic Experiences of African American Undergraduates

Autor/in	Johnson-Ahorlu, Robin Nicole
Titel	"Our Biggest Challenge Is Stereotypes": Understanding Stereotype Threat and the Academic Experiences of African American Undergraduates
Quelle	In: Journal of Negro Education, 82 (2013) 4, S.382-392 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.82.4.0382
Schlagwörter	Ethnic Stereotypes; African American Students; Undergraduate Students; Student Attitudes; Student Experience; College Environment; School Policy; Curriculum; Barriers; Success; Academic Achievement; Educational Attainment; Racial Bias; California; Arizona + Suchen Sie Ihr Suchwort? National stereotype; Nationales Stereotyp; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Studienerfahrung; Hochschulumwelt; Schulpolitik; Curricula; Lehrplan; Rahmenplan; Erfolg; Schulleistung; Bildungsabschluss; Bildungsgut; Racial discrimination; Rassismus; Kalifornien
Abstract	The Diverse Learning Environments (DLE) project was designed to contribute much needed knowledge about factors that impact the graduation and retention rates of African Americans and other diverse student populations in higher education. Funded by the Ford Foundation, the DLE explored how campus climate, campus policies, curricular and co-curricular environments, interplay and impact student outcomes. African Americans were the only group in the study to identify stereotypes and stereotype threat as the biggest barriers to their academic success. This article highlights the challenges African Americans face related to stereotypes and stereotype threat, and contends that interventions designed to improve the achievement and degree attainment of the group must focus on eliminating the power of stereotypes in college environments. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01