Situational disengagement and persistence in the face of adversity

By A. Nussbaum, C. Steele. 2007

147 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c78e36ae6dbff725c59d49332039558eaffb3b63

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Citations in the corpus

The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes (2014, background): “…students will disengage from a domain or identity in order to preserve a positive self-view, especially in chronic stigma-inducing situations (Nussbaum & Steele, 2007; Osborne & Walker, 2006; Rydell & Boucher, 2010), in which achieving success is difficult or counter to what is expected from…”
Perceptions of Socioeconomic Mobility Influence Academic Persistence among Low Socioeconomic Status Students (2017, unknown): “We examined the immediate effects of the manipulation on students’ academic persistence by having them complete a common persistencebased academic task: anagrams (Nussbaum & Steele, 2007; Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012).”
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest. (2020, background): “…stigmatized individuals (e.g., women and racial minority students) are vigilant for situational cues in the environment that signal that their identity could be a source of stigma or unfair treatment (Fogliati & Bussey, 2013; Nussbaum & Steele, 2007; Steele & Aronson, 1995; Steele et al., 2002).”
A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement Among African American Adolescents (2011, background): “Several studies have examined related variables or variables purported to underlie academic disidentification, such as disengagement (Cokley & Moore, 2007; Nussbaum & Steele, 2007) and devaluing academics (Cokley & Chapman, 2008; Strambler & Weinstein, 2010).”
Contending With Stereotype Threat at Work: A Model of Long-Term Responses 1Ψ7 (2011, methodology): “…undertake attempts at social change (a strategy representative of being resilient to the stereotype) only when individual mobility (a strategy representative of fending off the stereotype) has proven to be almost completely impossible (Taylor & McKirnan, 1984; Wright, Taylor, & Moghadadam, 1990).”
Managing to clear the air: Stereotype threat, women, and leadership (2016, background): “…from a domain that is threatening to one's self-worth can be ego protective and can facilitate persistence and motivation in the short term (Nussbaum & Steele, 2007); however, it can also lead to reduced performance, motivation, and ultimately, disidentification from the domain altogether…”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “Indeed, a situational, short-term disengagement of one’s self-concept from performance feedback can enable stereotyped individuals to perform at a high level and to persist in working on a task (Nussbaum and Steele 2007; cf. Major and Schmader 1998).”
Why they leave: the impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors (2012, unknown): “That is, repeated instances which trigger disengagement may eventually cause people to permanently opt out of that domain (Major et al. 1998; Nussbaum and Steele 2007).”