Racial-ethnic self-schemas.

By D. Oyserman, Judith M. Harackiewicz, Eliot Aronson, Russell H. Fazio, Anthony Manstead, Heather M. Coon. 2003

179 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9d3c0ff8b755ee34e481c05f6543ff1e72e4e419

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Citations in the corpus

Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement (2017, background): “While this “color blindness” may seem to be an individual choice, for race– ethnicity it seems to increase vulnerability to racial–ethnic stigma and stereotyping (Oyserman, 2008; Oyserman et al., 2003).”
Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents (2007, background): “Alternatively, research has suggested that racial identity (Arroyo & Zigler, 1995) and an in-group only racial-ethnic self-schema (Oyserman et al., 2003) are negatively related to achievement, suggesting that ethnic identity scores may be negatively related to achievement for the African American…”
Dual Identity as a Two-Edged Sword (2011, background): “…originally explains decrements in the academic performance of highly motivated and successful minority students, repeated exposure to stereotype threat in the course of minority school careers may also explain disengagement from school as the stereotyped domain (Oyserman et al. 2003; Steele 1997).”
A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement Among African American Adolescents (2011, background): “This is similar to the argument made by Oyserman et al. (2003), who state that aschematic and in-group only racial-ethnic self-schemas (RES) place ethnic minority students at risk of academic disengagement and poorer academic achievement, while dual identity and minority identity RES can reduce the…”
The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement (2008, background): “…ethnic and/ or racial identity is or can be positively related to academic achievement among African American students (i.e., Chavous et al. 2003; Oyserman et al. 2003; Sellers et al. 1998; Spencer et al. 2001), which still others have found (c) no relationship (Awad 2007) or a minimal positive…”
Unlocking Emergent Talent: Supporting High Achievement of Low-Income, High Ability Students. (2012, unknown): “86 However, research suggests that this relationship may not exist in all educational contexts and was not found in a special summer talent development program for gifted students.”
Self, self-concept, and identity. (2012, background): “In thinking about identity content and identity function, social identity researchers sometimes focus on connection to and simi larities with other ingroup members (Brewer, 2001; Oyserman et al., 2003).”