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Contributions of Evaluative Feedback and Stereotype Threat for Black Americans' Causal Attributions
Contributions of Evaluative Feedback and Stereotype Threat for Black Americans' Causal Attributions
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152102
- ISBN
- 9798382739762
- DDC
- 616
- 저자명
- Perkins, Tiani.
- 서명/저자
- Contributions of Evaluative Feedback and Stereotype Threat for Black Americans Causal Attributions
- 발행사항
- [Sl] : University of Michigan, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 98 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Durkee, Myles I.;Ward, L. Monique.
- 학위논문주기
- Thesis (Ph.D.)--University of Michigan, 2024.
- 초록/해제
- 요약Black and African American individuals' causal attributions of performance feedback inform how they approach future tasks, with profound implications for future well-being, selfefficacy, and future success. However, negative lifetime experiences (e.g., anti-Black discrimination) may lead to the internalization of harmful stereotypes of racial inferiority and unconsciously predispose some to make harmful causal attributions by misinterpreting events as instances of negative racial feedback. This internalization may also increase the likelihood that African Americans will internalize both positive and negative events as a reflection of racial bias (e.g., affirmative action for positive outcomes, racism for negative outcomes), particularly when experiencing stereotype threat (e.g., a White evaluator). The processes and consequences of these theoretically "harmful" patterns of attribution in African Americans are unknown; however, preliminary evidence challenges existing theory that has been tested among predominantly White populations and suggests unique consequences for African Americans' confidence and persistence attitudes. In a series of three online experimental studies among African American adults, this dissertation tests existing theory to examine the contextual (i.e., evaluator demographics) and interpersonal (i.e., perceptions of evaluator bias) contributions for causal attributions of evaluative feedback. The guiding research question for this dissertation is: How does evaluator feedback and evaluator race contribute to African Americans' internal attributions, improvement motivations, general self-efficacy, and perceptions of evaluator prejudice? Study 1 found that African American adults made more internal attributions to negative feedback, though these attributions did not vary by evaluator race. Study 2 found that these internal attributions were not associated with improvement motivations nor self-efficacy beliefs. Finally, study 3 found that perceptions of evaluator prejudice partially explained participants' internal attributions of feedback. This research has novel implications for policies and practices to improve marginalized individuals' motivation and success outcomes in a variety of contexts by highlighting the often-unconscious contributions of internal attributions and evaluator perceptions.
- 일반주제명
- Psychobiology
- 일반주제명
- Psychology
- 일반주제명
- African American studies
- 일반주제명
- Black studies
- 키워드
- Attributions
- 키워드
- Self-efficacy
- 기타저자
- University of Michigan Psychology
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382739762
■035 ▼a(MiAaPQ)AAI31349033
■035 ▼a(MiAaPQ)umichrackham005535
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a616
■1001 ▼aPerkins, Tiani.
■24510▼aContributions of Evaluative Feedback and Stereotype Threat for Black Americans' Causal Attributions
■260 ▼a[Sl]▼bUniversity of Michigan▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a98 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Durkee, Myles I.;Ward, L. Monique.
■5021 ▼aThesis (Ph.D.)--University of Michigan, 2024.
■520 ▼aBlack and African American individuals' causal attributions of performance feedback inform how they approach future tasks, with profound implications for future well-being, selfefficacy, and future success. However, negative lifetime experiences (e.g., anti-Black discrimination) may lead to the internalization of harmful stereotypes of racial inferiority and unconsciously predispose some to make harmful causal attributions by misinterpreting events as instances of negative racial feedback. This internalization may also increase the likelihood that African Americans will internalize both positive and negative events as a reflection of racial bias (e.g., affirmative action for positive outcomes, racism for negative outcomes), particularly when experiencing stereotype threat (e.g., a White evaluator). The processes and consequences of these theoretically "harmful" patterns of attribution in African Americans are unknown; however, preliminary evidence challenges existing theory that has been tested among predominantly White populations and suggests unique consequences for African Americans' confidence and persistence attitudes. In a series of three online experimental studies among African American adults, this dissertation tests existing theory to examine the contextual (i.e., evaluator demographics) and interpersonal (i.e., perceptions of evaluator bias) contributions for causal attributions of evaluative feedback. The guiding research question for this dissertation is: How does evaluator feedback and evaluator race contribute to African Americans' internal attributions, improvement motivations, general self-efficacy, and perceptions of evaluator prejudice? Study 1 found that African American adults made more internal attributions to negative feedback, though these attributions did not vary by evaluator race. Study 2 found that these internal attributions were not associated with improvement motivations nor self-efficacy beliefs. Finally, study 3 found that perceptions of evaluator prejudice partially explained participants' internal attributions of feedback. This research has novel implications for policies and practices to improve marginalized individuals' motivation and success outcomes in a variety of contexts by highlighting the often-unconscious contributions of internal attributions and evaluator perceptions.
■590 ▼aSchool code: 0127.
■650 4▼aPsychobiology
■650 4▼aPsychology
■650 4▼aAfrican American studies
■650 4▼aBlack studies
■653 ▼aAttributions
■653 ▼aStereotype threat
■653 ▼aPerformance feedback
■653 ▼aSelf-efficacy
■690 ▼a0349
■690 ▼a0621
■690 ▼a0325
■690 ▼a0296
■71020▼aUniversity of Michigan▼bPsychology.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0127
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162842▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
