Center for the Psychological Study of Urban Diversity

城市多样性心理研究中心

• 批准号: 6908504
• 负责人: CARRIE L SAETERMOE
• 金额: $ 7.86万
• 依托单位: CALIFORNIA STATE UNIVERSITY NORTHRIDGE
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-30 至 2006-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6908504
• 关键词: Center; Psychological; Study; Urban; Diversity

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.

描述（由申请人提供）：健康人2010（USDHHS，2000年）指控收入和教育的不平等现象是美国少数群体心理健康成果差异的主要因素。少数民族大学生教育成就的障碍是刻板印象威胁的现象。刻板印象的威胁是心理负担少数民族的经历，因为他们担心他们可能无意中证实对自己的群体的负面刻板印象。该项目具有三个特定的目的旨在研究此问题。第一个目的是更好地了解刻板印象威胁的现象，以及它如何影响综合少数派服务机构的种族/族裔少数民族学生的学术成就。大多数研究都检查了精英大学的高分少数学生，但这不是少数族裔大学生的代表样本。第二个目的是更好地了解刻板印象威胁如何影响不同种族/族裔少数民族群体的学生。与多数群体相比，大多数研究研究了一个少数群体。拟议的研究将系统地研究刻板印象威胁对美国三个主要种族/族裔少数群体的学习成绩的影响，以确定其反应的共同点和差异，并且这些反应也将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/族裔少数民族学院学生的学术成就的变量的全部补充，特别关注大学世代地位。一个长期的目标是开发一个明确指定的刻板印象威胁与学术成就之间的关系模型，包括相关的主持人和调解人。将使用定性和定量方法。第一年将利用焦点小组从少数族裔综合大学的各种种族/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，除了基于种族/种族的分居外，学生还将根据他们的父母是否上大学（大学世代的身份）而被同样划分。学生还将使用中位分配技术分为高和低的GPA组。将实施标准的刻板印象威胁操纵，然后将测量口头考试的学习成绩。此外，我们将收集有关各种措施的数据，例如种族认同的成就，文化不信任，应对策略，动机参与和学术自我概念（以及1年级定性结果提出的任何新因素），以便确定他们是否可以考虑数据中更多的差异。