The Possible Selves of Diverse Adolescents: Content and Function Across Gender, Race and National Origin

By D. Oyserman, Stephanie A. Fryberg. 2006

290 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/63d3efb9771224b9edcd25a37c846351b03230f0

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Citations in the corpus

Family, Community, and School Influences on Resilience among American Indian Adolescents in the Upper Midwest. (2006, background): “…and blocked opportunities may develop oppositional cultural values that have been associated with poor outcomes, such as academic disengagement, psychosocial maladaptation, and problem behaviors at home and at school (Clark, Anderson, Clark, & Williams, 1999; Oyserman & Fryberg, 2005).”
Science-related Aspirations Across the Primary–Secondary Divide: Evidence from two surveys in England (2014, background): “Such a situation is certainly exacerbated by the narrow images students often have of scientists and science-related careers (Boe et al., 2011; Cleaves, 2005), which limit the possible ‘selves in science’ they might be able to imagine (Markus & Nurius, 1986; Oyserman & Fryberg, 2006).”
School Success, Possible Selves, and Parent School Involvement* (2007, background): “More specifically, parent school involvement may provide youth with more salient schoolrelevant possible selves (Oyserman, 2007; Oyserman & Fryberg, 2006).”
Not Just Any Path: Implications of Identity-Based Motivation for Disparities in School Outcomes. (2013, background): “Individuals possess multiple positive and negative possible identities which are often linked with the social roles and identities relevant to current life tasks such as being a student, a parent, or a life partner (Cross & Markus, 1991; Oyserman & Fryberg, 2006).”
Coping With Racism: A Selective Review of the Literature and a Theoretical and Methodological Critique (2009, background): “…achievement or efficacy, even when the authors reported that they did not find buffering effects on measures of distress or depression (Greene et al. 2006; Sellers et al. 2003; Wong et al. 2003) or did not examine effects on depression (Oyserman and Fryberg 2006; Romero and Roberts 2003).”
Possible selves and academic outcomes: How and when possible selves impel action. (2006, background): “Despite the fact that most low-income youth have at least one PS focused on school, few of these PSs include strategies (Oyserman et al., 2006).”
My Fair Physicist? Feminine Math and Science Role Models Demotivate Young Girls (2012, background): “For instance, students who already perform well in school find it easier to imagine themselves performing well in the future (Oyserman & Fryberg, 2006).”
Of Warrior Chiefs and Indian Princesses: The Psychological Consequences of American Indian Mascots (2008, background): “We focused explicitly on achievement-related possible selves because they are important for attainment of school-focused goals, such as academic performance, and have been shown to be malleable (Oyserman, Bybee, & Terry, 2006; for a review, see Oyserman & Fryberg, 2006).”
The Role of Purposeful Work Goals in Promoting Meaning in Life and in Schoolwork During Adolescence (2009, background): “(Markus & Nurius, 1986; Oyserman, Bybee, & Terry, 2006; Oyserman & Fryberg, 2006; Oyserman & Markus, 1990) are associated with academic success (Oyserman et al., 2006) and lower levels of risk behavior, such as delayed initiation of sexual intercourse (Vesely et al., 2004), lower acceptance and…”
The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013, background): “These findings lend support to Oyserman and Fryberg’s (2006) hypothesis that when students do not encounter role models in their particular social context in a given academic domain, “possible selves in this domain are likely to be missing entirely or will be so global as to be useless as a self-reg”
Adolescent goal content and pursuit: A review of the literature from the past 16 years. (2008, background): “Although goal content is guided by social and cultural norms (Nurmi, 1993; Oyserman & Fryberg, 2006), the set of goals one endorses is highly idiosyncratic (Carver & Scheier, 1990a).”