Center for the Psychological Study of Urban Diversity

描述(由申请人提供)：《2010年健康人》(USDHHS，2000)指出，收入和教育方面的不平等是造成美国少数群体精神健康结果差异的主要因素。少数民族大学生学业成就的障碍之一是刻板印象威胁现象。刻板印象威胁是少数民族在担心自己可能无意中证实了对其群体的负面刻板印象时所经历的心理负担。该项目旨在研究这一问题有三个具体目标。第一个目的是更好地了解陈规定型威胁现象，以及它如何影响为少数群体服务的综合性机构的种族/少数族裔学生的学业成绩。大多数研究都考察了顶尖大学中成绩优异的少数族裔学生，但这并不是少数族裔大学生的代表性样本。第二个目的是更好地了解陈规定型威胁如何影响不同种族/少数民族群体的学生。大多数研究都是比较单一的少数群体和多数群体。这项研究将系统地考察刻板印象威胁对美国三个主要种族/少数民族群体学习成绩的影响，以确定他们反应的共性和差异，并将这些反应与白人多数群体进行比较。第三个目的是更好地了解影响种族/少数民族大学生学习成绩的所有变量，特别是大学的代际地位。一个长期目标是开发一个明确指定的模型，说明刻板印象威胁与学业成绩之间的关系，包括相关的主持人和调解人。将使用定性和定量两种方法。一年级将利用焦点小组，从一所为少数民族服务的综合性大学中不同种族/少数民族大学生的角度更好地了解大学教育经验。在第二年，除了基于族裔/种族的分离外，学生将根据其父母是否上过大学(大学世代地位)进行平均分配。学生还将使用中位数分裂技术分为高GPA组和低GPA组。将实施标准的刻板印象威胁操纵，然后评估口试中的学业表现。此外，我们将收集各种测量的数据，例如种族认同成就、文化不信任、应对策略、动机投入和学业自我概念(以及第一年定性结果所建议的任何新因素)，以确定它们是否可以解释数据中的更多差异。

DESCRIPTION (provided by applicant): Healthy People 2010 (USDHHS, 2000) indicts the inequities in income and education as prime contributing factors to the disparities in mental health outcomes for minority groups in the United States. One obstacle to the educational achievement of ethnic minority college students is the phenomenon of stereotype threat. Stereotype threat is the psychological burden ethnic minorities experience when they fear that they might inadvertently confirm a negative stereotype about their group. This project has three specific aims designed to study this issue. The first aim is to better understand the phenomenon of stereotype threat and how it affects academic achievement of racial/ethnic minority students at a comprehensive minority-serving institution. Most research has examined high-achieving minority students at elite universities, but this is not a representative sample of minority college students. The second aim is to better understand how stereotype threat affects students in different racial/ethnic minority groups. Most research examines a single minority group in comparison to the majority group. The proposed research will systematically examine the impact of stereotype threat on the academic performance of the three major racial/ethnic minority groups in America to determine commonalities and differences in their responses and these responses will also be compared to the White majority group. The third aim is to better understand the full complement of variables that influence the academic achievement of racial/ethnic minority college students, with a particular focus on college generational status. A longterm goal is to develop a clearly specified model of the relationship between stereotype threat and academic achievement, including pertinent moderators and mediators. Both qualitative and quantitative methodologies will be used. Year 1 will utilize focus groups to better understand the college educational experience from the perspective of various racial/ethnic minority college students at a minority-serving comprehensive university. In Year 2, in addition to separation based on ethnicity/race, students will be equally divided based upon whether or not their parents attended college (college generational status). Students will also be divided using a median split technique into high and low GPA groups. A standard stereotype threat manipulation will be implemented and then academic performance on a verbal exam will be measured. In addition, we will collect data on a variety of measures, such as ethnic identity achievement, cultural mistrust, coping strategies, motivational engagement, and academic self-concept, (as well as any new factors suggested by the Year 1 qualitative results) in order to ascertain whether they can account for more variance in the data.