Title
"Don't Call Me a Student-Athlete": The Effect of Identity Priming on Stereotype Threat for Academically Engaged African American College Athletes
Abbreviated Journal Title
Basic Appl Soc. Psychol.
Keywords
WOMENS MATH PERFORMANCE; INTELLECTUAL-PERFORMANCE; SALIENCE; SPORTS; Psychology, Social
Abstract
Academically engaged African American college athletes are most susceptible to stereotype threat in the classroom when the context links their unique status as both scholar and athlete. After completing a measure of academic engagement, African American and White college athletes completed a test of verbal reasoning. To vary stereotype threat, they first indicated their status as a scholar-athlete, an athlete, or as a research participant on the cover page. Compared to the other groups, academically engaged African American college athletes performed poorly on the difficult test items when primed for their athletic identity, but they performed worse on both the difficult and easy test items when primed for their identity as a scholar-athlete. The unique stereotype threat processes that affect the academic performance of minority college athletes are discussed.
Journal Title
Basic and Applied Social Psychology
Volume
34
Issue/Number
2
Publication Date
1-1-2012
Document Type
Article
Language
English
First Page
99
Last Page
106
WOS Identifier
ISSN
0197-3533
Recommended Citation
""Don't Call Me a Student-Athlete": The Effect of Identity Priming on Stereotype Threat for Academically Engaged African American College Athletes" (2012). Faculty Bibliography 2010s. 3358.
https://stars.library.ucf.edu/facultybib2010/3358
Comments
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