東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Examining stereotype threat, academi...

Dodson-Sims, Arlana.

Linked to FindBook

Google Book

Amazon

博客來

Examining stereotype threat, academic self concept, and college class status among African Americans at historically Black universities and predominately White universities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining stereotype threat, academic self concept, and college class status among African Americans at historically Black universities and predominately White universities./
Author:	Dodson-Sims, Arlana.
Description:	110 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0095.
Contained By:	Dissertation Abstracts International66-01A.
Subject:	Education, Guidance and Counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3162076
ISBN:	9780496960583

Examining stereotype threat, academic self concept, and college class status among African Americans at historically Black universities and predominately White universities.
Dodson-Sims, Arlana.

Examining stereotype threat, academic self concept, and college class status among African Americans at historically Black universities and predominately White universities. - 110 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0095.

Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2005.

The purpose of this study was to understand the impact of stereotype threat and academic self concept among African American college students. The participants were 217 African American college students attending a Historically Black University and a Predominately White University. While there were no significant interactions among the variables, the results indicated: (1) students attending the Predominately White University felt more alienated and less supported than students attending the Historically Black University; (2) students at the Predominately White University experienced stereotype threat at a higher degree than students at the Historically Black University; (3) undergraduate students experienced more anxiety than graduate students; and (4) graduate students felt more alienated and less supported than undergraduate students. A major implication of the study is that educators and counselors at Predominately White Universities need to be sensitive to the impact stereotype threat among African American students.

ISBN: 9780496960583Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

Examining stereotype threat, academic self concept, and college class status among African Americans at historically Black universities and predominately White universities.
LDR:02040nmm 2200277 4500 001 1821060
005 20061110072508.5
008 130610s2005 eng d
020 $a 9780496960583
035 $a (UnM)AAI3162076
035 $a AAI3162076
040 $a UnM $c UnM
100 1 $a Dodson-Sims, Arlana. $3 1910254
245 1 0 $a Examining stereotype threat, academic self concept, and college class status among African Americans at historically Black universities and predominately White universities.
300 $a 110 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0095.
500 $a Director: Phyllis Post.
502 $a Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2005.
520 $a The purpose of this study was to understand the impact of stereotype threat and academic self concept among African American college students. The participants were 217 African American college students attending a Historically Black University and a Predominately White University. While there were no significant interactions among the variables, the results indicated: (1) students attending the Predominately White University felt more alienated and less supported than students attending the Historically Black University; (2) students at the Predominately White University experienced stereotype threat at a higher degree than students at the Historically Black University; (3) undergraduate students experienced more anxiety than graduate students; and (4) graduate students felt more alienated and less supported than undergraduate students. A major implication of the study is that educators and counselors at Predominately White Universities need to be sensitive to the impact stereotype threat among African American students.
590 $a School code: 0694.
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Black Studies. $3 1017673
690 $a 0519
690 $a 0325
710 2 0 $a The University of North Carolina at Charlotte. $3 1026752
773 0 $t Dissertation Abstracts International $g 66-01A.
790 1 0 $a Post, Phyllis, $e advisor
790 $a 0694
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3162076