A Research Proposal For Non Asian Minority Groups

Throughout history stereotyping has been used to generalize a race class. Although when a race is being stereotyped it can be done in a positive way, in many cases it has also been done in order to keep a minority group inferior. In the article, “Thin Ice” by Claude M. Steele, Steele shows how African Americans who are stereotyped or have the mental image of being stereotyped negatively can affect their success in their academic success. In the other hand, in Jennifer Lee and Min Zhou’s “The Asian American Achievement Paradox” demonstrates when a stereotype is positive it can feed one’s ego and deliver better outcomes in a people’s academic achievements. Even though a large population of people can be stereotyped in a certain way through false concepts, it can affect the mindset of a single individual.

Claude Steele’s section titled “Stereotype Threat and African-American Student Achievement” aims to address the statistics that provide validity to this assumption by attributing the

Stereotypes on college campuses create a bias environment and affects the performance of targeted students. The most common stereotype circulating the AUC is how students at Clark Atlanta University were denied acceptance at Spelman and Morehouse College, in result they applied to “the next best thing” Clark Atlanta University. However, financial aid played a major role in student’s decision to attend CAU. This project was created to show that the stereotypes about CAU’s student’s decision to apply does not match their actual reasoning for attending CAU. The aim of this experiment was to get clarity from all three institutions about who engages in creating the stereotypes, where the rivalry started between the three institutions,

The achievement gap is evident in the standardized test scores of racial minority students. When examining demographic information published by College Board Inc. and ACT Inc., it is evident that there exists a widening gap between the scores of African-American adolescents on the SAT, or the Scholastic Aptitude Test, and the ACT, or American College Test. Statistics from the 2013 SAT show African-American students earning scores of 431 in critical reading, 429 in mathematics, and 418 in writing (College Board, 2013). On the ACT in the 2013 year, the average composite score for African-American test takers was 18.2. In comparison to their racial and ethnic counterparts, African-Americans scored lower in every subject area than every other test taker. Frequently this gap in scores has been attributed to a number of factors including a student’s socioeconomic status, teacher qualifications, and school’s lack of access to academic resources. Instead, one should look to the theory of stereotype threat. In summation, stereotype threat is being at risk of confirming a negative stereotype threat about one’s group (Steele & Aronson, 1995). One may question: To what extent does stereotype threat lead to African-American adolescents underperforming in academic settings? Stereotype threat negatively affects African-American students in that it produces self-fulfilling prophecies causing African-American adolescents to underperform on college entrance exams.

Clark’s work on identity and stereotyping has continued and has extended to not only minority groups, but to white-Americans and women as well. Research on prejudices and stereotyping has continued in the area of education. According to Steele (2004), the framework of one’s life can be controlled by their social identity and that individuals must contend to the prejudices and stereotypes that they socially must identify with. Further research suggests that those who are exposed to negative stereotypes are influenced either by believing or mimicking the stereotype or, both (Steele, 2004). Steele (2004) found that stereotypes have contributed to the underperformance of minority groups in the school setting. As suggested by Clark, Steele (2004) also believes that conforming to suggested stereotypes weakens the social identity and brings severe deficits to the ability of student to excel in the classroom. Clark’s ideas on stereotyping were elaborated in the notion that stereotype threat does not only affect minority groups, but can exhibit deficits in any group of individuals. For instance, Steele (2004) offers the example of white vs. black athletes and how in many sports (e.g. basketball or football) white athletes have shown to feel less competent in comparison to black athletes because of

By the year 2020, the Hispanic population in Texas will outnumber the non-Hispanic White population (Petter and Hoque, 2013). However, Hispanics do not play a significant role in the STEM workforce (Robinson, 2007). The drastically low number of Hispanic students with a STEM degree only represent 5% of the total STEM workforce (Clewell, 2006; Malcolm, 2010; Arcidiacono, Aucejo, & Hotz, 2013). To further amplify the situation, 25% of jobs created over the next six years will require a bachelor’s degree (Strong American Schools, 2008).

of life. However, a major issue which arises with this increasing diversity is race, a topic which

As a part of the HBCU Alumni Alliance’s Higher Education initiative program; Alumni of Historically Black Colleges and Universities (HBCUs) are concerned about the inadequate representation of minorities in Science, Technology, Engineering and Mathematics (STEM) related professions. Consequently, DCHBCUAA STEM professionals have designed and organized an instructional hands-on STEM workshop for students in grades 10-12, to enlighten them on the different facets of professions available in the sciences. As a part of our community partnership with Kaiser Permanente, we have a workshop scheduled for Saturday, April 29, 2017, from 800 am-5:00 pm, at 2101 Jefferson Street in Rockville, Maryland.

Alumni of Historically Black Colleges and Universities (HBCUs) are concerned about the inadequate representation of minorities in science, technology, engineering and mathematics (STEM) related professions. Consequently, DCHBCUAA STEM professionals have designed and organized an instructional hands-on workshop for students in grades 10-12. The workshop is designed to increase their awareness of the exciting opportunities available in the sciences and to provide an opportunity for students to talk to subject matter experts currently working in STEM occupations.

For 20 years, Asian Americans have been portrayed by the press and the media as a successful minority. Asian Americans are believed to benefit from astounding achievements in education, rising occupational statuses, increasing income, and are problem-fee in mental health and crime. The idea of Asian Americans as a model minority has become the central theme in media portrayal of Asian Americans since the middle 1960s. The term model minority is given to a minority group that exhibits middle class characteristics, and attains some measure of success on its own without special programs or welfare. Asian Americans are seen as a model minority because even though they have faced prejudice and

Teaching in racially diverse classrooms often leaves educators feeling uncertain about how to proceed and how to respond to historically marginalized students. There is pressure to acknowledge and accept students of color with different perspectives, to diversify the syllabi, be more aware of classroom dynamics, and pay attention to how students of color experience the learning process.

This week article deals with keeping race in place with macroaggression’s and campus racial climate. Macroaggression can cause unnecessary stress to people of color. This article was written in 2002 were many people were still being affected by race and the way people perceive them to be like. The article states “We know that it causes stress, which has a great impact on the day to day lives of these students.” College is already stressful to the average college student therefore African Americans have twice the amount of stress on them to succeed.

To begin my personal informative essay on diversity in the United States, I would like to point out what information has had the most influence on how I better understand and relate to others different from how I did in the past. I do not feel as though this class taught me any more than I already know about other races and ethnicities, in terms of, how their ancestors came to America, or what hardships particular racial or ethnical groups have grown through in the group’s history in the United States. What I do feel like this class has done for me is, put into prospective of how often and frequent prejudice and

There have been many studies on stereotype threat and self-esteem and their negative effects on task performance. These studies have focused primarily on minorities such as women, blacks, Latinos and Asians and have found that stereotype threat and self-esteem have influenced negatively in task performance. Steele (1997) investigated how self-esteem and stereotype threat affects task performance and has found that most of task failures have to do with the individual social environment. For instance, a study was conducted in which black students completed a difficult task with either a black or white experimenter. The task was described as intelligent test (Steele & Aronson, 1995). When the experimenter was white, the student performed more

The first effect of stereotyping is a phenomenon known as “stereotype threat” that occurs in a situation where a person is in fear of unintentionally confirming a negative stereotype. Several studies have been conducted to discover the effects of stereotype threats. For example, I discovered that Toni Schmader, an assistant professor of the UA psychology department, and Michael Johns, a UA graduate (ethos), conducted studies that showed, “college women score lower on tests of mathematical ability, and Hispanic students might score lower on tests of intelligence, not because they have less ability, but because reminders of negative stereotypes temporarily decrease their ‘working memory capacity’ (UA News Services, “Exploring the Negative Consequences of Stereotyping”, UANews.Arizona.edu).” This demonstrates that the students did not do worse on the test due to their lack of skills, but rather due to negative stereotypes. In a similar study by professors Claude Steele and Joshua Aronson, African American and White college students took the same intelligence test under two conditions. In the stereotype threat condition the students were told the test would evaluate their intelligence, and in the