Coping With Ethnic Stereotypes in the Academic Domain: Perceived Injustice and Psychological Disengagement

By T. Schmader, B. Major, Richard H. Gramzow. 2001

352 citations recorded by the source corpus.

Subfields: Applied Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f939305bfb4a48204c32e05099cfb5597f9ee293

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In Applied Psychology

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Citations in the corpus

A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement Among African American Adolescents (2011, background): “Schmander et al. (2001) reported a Cronbach’s alpha of .87.”
Cultural models of education in American Indian, Asian American and European American contexts (2007, result): “This study adds to a recent growing literature on the role of the social context in shaping the academic experience of ethnic minority students (Hurd, 2004; Mounts & Steinberg, 1995; Schmader, Major, & Gramzow, 2001; Spencer, Steele, & Quinn, 1999; Steele & Aronson, 1995; Sue & Okazaki, 1990; Whan”
Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat (2006, methodology): “Posttest domain identification was assessed with the following four items to which participants responded on a 7-point Likert-type scale: “Being good at math is not an important part of who I am”; “Doing well on mathematical tasks is very important to me”; “Success in math is very valuable to me”; “”
Why they leave: the impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors (2012, positive): “In 1995, Steele and Aronson performed a series of clinical studies which have been replicated with similar results myriad times on women and racial/ethnic minorities (Schmader et al. 2001, 2004; Major et al. 1998; Quinn and Spencer 2001).”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “Jones et al .( 2010) replaced the more general terms in the items by Schmader et al .( 2001) , such as “academics” and “school,” with the domain-specific terms “engineering” and “engineering school” to create an Identification with Engineering scale.”
Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists. (2003, background): “…processes, and the infusion of multicultural and diversity concepts in traditional psychology education (undergraduate through continuing education) have been demonstrated to be effective mechanisms for systems change (Fiske, 1993; Major et al., 1993; Schmader et al., 2001; Thomas & Gabarro, 1999).”
Racial-ethnic self-schemas. (2003, background): “Disengagement researchers relate stigmatized status to withdrawal from school: in their view, withdrawal means that neither one’s personal failure (or success) in school nor one’s group’s negative (or positive) academic reputation is self-defining (Schmader, Major, and Gramzow 2001; Steele 1997).”