Stereotype Threat and School Belonging in Adolescents from Diverse Racial/Ethnic Backgrounds

Autor/inn/en	Mello, Zena R.; Mallett, Robyn K.; Andretta, James R.; Worrell, Frank C.
Titel	Stereotype Threat and School Belonging in Adolescents from Diverse Racial/Ethnic Backgrounds
Quelle	In: Journal of At-Risk Issues, 17 (2012) 1, S.9-14 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	Adolescents; Minority Groups; American Indians; Asian Americans; Stereotypes; Social Attitudes; African Americans; Hispanic Americans; Whites; Student Attitudes; Identification (Psychology); Racial Differences; Secondary School Students; High School Students; Socioeconomic Status; Multigroup Ethnic Identity Measure + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ethnische Minderheit; American Indian; Indianer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Klischee; Social attidude; Soziale Einstellung; Afroamerikaner; Hispanic; Hispanoamerikaner; White; Weißer; Schülerverhalten; Rassenunterschied; Sekundarschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status
Abstract	In this study, we extend research on stereotype threat to adolescents and to school belonging. Stereotype threat refers to the impact of societal stereotypes on individual performance. Participants included adolescents from marginalized racial/ethnic minority groups including African Americans, American Indians, and Latinos and nonmarginalized racial/ethnic groups including Asian Americans and European Americans. A subtle manipulation that involved altering the sequence of instruments on a survey was employed to make identity salient and to activate stereotype threat. Results indicated that marginalized minority adolescents in the threat condition reported lower school belonging scores than their counterparts in the nonthreat condition, with a small to medium effect size. Making identity salient did not affect school belonging in nonmarginalized participants. Findings have implications for academic performance in minority adolescents. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10