Stereotype activation and university access programmes : preparing students with one hand and holding them back with the other?
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Date
2008
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Abstract
A generally untested assumption within the stereotype threat literature is that it is only those individuals who are highly identified with a domain who will be susceptible to stereotype threat. Further, many of the studies on stereotype threat have been confined to artificial laboratory settings and have been conducted on American samples. The current study aimed to develop a measure of domain-identification in order to test this central assumption of stereotype threat theory on a sample of students in a humanities access programme in a South African university. Results indicate that the experience of stereotype threat varies with respect to the combination of 1) the degree of domain-identification, and 2) the degree to which students are aware of negative domain-relevant stereotypes. That is, students who were highly domain-identified and were highly or moderately aware of negative stereotypes performed worse than highly domain-identified individuals who had low levels of awareness of others negative stereotypes about their in-group.
Description
Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.
Keywords
Academic support programmes--South Africa., Education, Higher--South Africa., Universities and colleges--South Africa., Discrimination in education--South Africa., Politics and education--South Africa., Stereotype (Psychology), Theses--Psychology.