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| Autor/inn/en | Morgan, Stephen L.; Mehta, Jal D. |
|---|---|
| Titel | Beyond the laboratory: evaluating the survey evidence for the disidentification explanation of black-white differences in achievement. |
| Quelle | In: Sociology of education, 77 (2004) 1, S. 82-101Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 50; Tabellen 4 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0038-0407 |
| Schlagwörter | Empirische Untersuchung; Längsschnittuntersuchung; Stereotyp; Identifikation; Selbstbewusstsein; Selbsteinschätzung; Schüler; Schülerleistung; Leistung; Ethnische Gruppe; Afroamerikaner; USA |
| Abstract | The black-white gap in achievement, as measured by performance on standardized tests, has received considerable attention from research in the past five years. Claude Steel's stereotype threat and disidentification mechanism is perhaps the most heralded of the new explanations for residual racial differences that persist after adjustments for social background are performed. [This theory argues "that the relatively poor test performance of black adolescents is partly a subconscious response to groundless but pervasive stereotypes of inherent black inferiority."] Analyzing data from the National Education Longitudinal Study, the authors found qualified support for portions of the disidentification explanation. Black students' academic self-evaluations are more weakly associated with their measured academic performances, a difference that could stem from stereotype threat or a belief that the evaluations are racially biased. But this discounting of performance evaluations does not seem to provoke a more complete disidentification with the schooling process or with academic achievement in general. The findings suggest that there is no clear path from being stereotyped to disidentifying, and in conclusion alternative explanations for why it may be so are discussed. (DIPF/Orig.) [See: Steele, Claude: (1992) A threat in the air: how stereotypes shape intellectual identity and performance. American Psychologist 52, pp. 613-629; Steele and Aronson, Joshua (1995) Stereotype threat and the intellectual test performance of African Americans. J. of Personality and Social Psychology 69, pp. 797-811]. |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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