The Effects of Stereotypes on the Achievement Gap: Reexamining the Academic Performance of African American High School Students

By J. Kellow, Brett D. Jones, Virginia Tech. 2008

118 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/37ff5c0e7a99b7144b8a9ee06e718e5ec5eb4a5c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Richard Noble
2. Stephen Gorard
3. Demei Shen
4. Mary J. Fischer
5. Thomas S. Dee
6. B. See
7. P. Davies
8. K. Rodgers

In Social Psychology

1. Richard Noble
2. Stephen Gorard
3. Demei Shen
4. Mary J. Fischer
5. Thomas S. Dee
6. B. See
7. P. Davies

In Sociology and Political Science

1. B. See
2. Richard Noble
3. Stephen Gorard
4. Demei Shen
5. Mary J. Fischer
6. Rose M. Marra
7. Thomas S. Dee
8. P. Davies

Citations in the corpus

• The impact of attitudes and aspirations on educational attainment and participation (2012, background): “Kellow and Jones (2008) conducted an experiment that showed that white US high school freshmen (aged 14 to 15) who were told that their test performance would be predictive of their performance on a state-wide, high-stakes standardised test (evaluative condition) outperformed those in the non-evalua”
• Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “Four studies have tested this possibility (Brodish & Devine, 2009; Chalabaev, Sarrazin, Stone, & Cury, 2008; Kellow & Jones, 2008; Smith, Sansone, & White, 2007).”
• Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention (2015, background): “For example, several studies (e.g., Arbuthnot, 2009, Good et al., 2008; Keller & Dauenheimer 2003; Kellow & Jones, 2008) find that random assignment to test presentations that emphasize the neutrality of an assessment lower measured achievement gaps.”
• A longitudinal examination of the role of stereotype threat and racial climate on college outcomes for minorities at elite institutions (2010, background): “Numerous laboratory experiments have been conducted with a variety of groups examining different types of threat, such as white men compared to Asian men in math performance (Aronson et al. 1999), men and women in math performance(InzlichtandBen-Zeev2000;Spenceretal.1999),andblacksandwhites on stand”
• Mathematics Self-Efficacy and African American Male Students: An Examination of Models of Success (2011, background): “Furthermore, other researchers (Kellow & Jones, 2008; Ryan & Ryan, 2005) have observed similar findings as it relates to ethnic/racial groups.”
• Women Engineering Students and Self‐Efficacy: A Multi‐Year, Multi‐Institution Study of Women Engineering Student Self‐Efficacy (2009, background): “Similar impacts of stereotype threat on STEM performance have been found in under-represented ethnic or racial minority groups (Kellow and Jones, 2008; Ryan and Ryan, 2005).”