Stereotype Threat, Identification with Academics, and Withdrawal from School: Why the most successful students of colour might be most likely to withdraw

By Jason W. Osborne, Christopher O. Walker. 2006

207 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d8980709ec8af4fa7f0a231ce33bafb24c0efb1a

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Citations in the corpus

Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “Are students who have not experienced stereotype threat prior to test taking particularly vulnerable to stereotype threat in a performance situation? On the one hand ability and domain identification are positively associated (Osborne and Walker 2006) and domain identification is a key prerequisite ”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “argued that only students who are strongly identified with academics, and who are members of academically stigmatized groups would be subject to stereotype threat, ironically motivating strongly identified students to either withdraw from school (as observed by Osborne and Walker 2006 ) or to weake”
The Psychology of the Affirmed Learner: Spontaneous Self-Affirmation in the Face of Stress. (2016, background): “Over time, a common response to chronic identity threat in academic settings is for students to disidentify with school, thereby disavowing it as a valid basis of self-evaluation so that performing poorly no longer undermines their sense of self-worth (Osborne & Walker, 2006; Steele et al., 2002).”
The Potential Roles of Self‐Fulfilling Prophecies, Stigma Consciousness, and Stereotype Threat in Linking Latino/a Ethnicity and Educational Outcomes (2010, background): “Thus, academic contexts could potentially create greater threat for new immigrants and their children who more closely identify with academic achievement, a hypothesis that has been supported among nonimmigrant students of color (Osborne & Walker, 2006).”
The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes (2014, background): “…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 cultural norms…”