Collection of Engaged Learning
Contributor(s)
Dr. Anthony Cortese
Publication Date
4-15-2014
Abstract
Stereotype threat and solo status have both been found to negatively affect the academic performance of African-Americans. However studies have not simultaneously investigated the potential deleterious effects of both factors. This experiment tested for the potential accumulative effects of both factors and posits that the combined effect if stereotype threat and solo status is greater than either factor alone. Results supported this hypothesis. Black students’ performance was lowest when both factors were present compared to the performance of Black students in either condition as well as the control condition. White students’ performance was relatively stable across all the conditions.
Document Type
Article
Keywords
Engaged Learning 2014
Extent
27 pages
Format
Rights
The files in this collection are protected by copyright law. No commercial reproduction or distribution of these files is permitted without the written permission of Southern Methodist University, Cox Business School. These files may be freely used for educational purposes, provided they are not altered in any way, and Southern Methodist University is cited. For more information, contact ncds@smu.edu.
Language
English
Recommended Citation
Akinniranye, Goke, "The Dual Impact of Stereotype Threat and Solo Status on the Intellectual Performance of African-Americans" (2014). Collection of Engaged Learning. 85.
https://scholar.smu.edu/upjournal_research/85
