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dc.contributor.advisorDurrheim, Kevin.
dc.creatorEssack, Zaynab.
dc.date.accessioned2010-11-22T09:15:14Z
dc.date.available2010-11-22T09:15:14Z
dc.date.created2008
dc.date.issued2008
dc.identifier.urihttp://hdl.handle.net/10413/1859
dc.descriptionThesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.en_US
dc.description.abstractA 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.en_US
dc.language.isoenen_US
dc.subjectAcademic support programmes--South Africa.en_US
dc.subjectEducation, Higher--South Africa.en_US
dc.subjectUniversities and colleges--South Africa.en_US
dc.subjectDiscrimination in education--South Africa.en_US
dc.subjectPolitics and education--South Africa.en_US
dc.subjectStereotype (Psychology)en_US
dc.subjectTheses--Psychology.en_US
dc.titleStereotype activation and university access programmes : preparing students with one hand and holding them back with the other?en_US
dc.typeThesisen_US


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