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dc.creatorMatthews, Erica
dc.creatorNiemann, Yolanda Flores
dc.date.accessioned2006-08-08T17:45:51Z
dc.date.available2006-08-08T17:45:51Z
dc.date.issued2001
dc.identifier.urihttp://hdl.handle.net/2376/29
dc.description.abstractThe purpose of this research is to determine whether some African American students enrolled in a predominantly white institution (PWI) act out ascribed behavio rs as a result of perceived group norms. Thirty-two African American students (18 male and 14 female) at a PWI were surveyed. Respondents were questioned about: (1) their perceptions of how African Americans behave; (2) how they personally behave; and (3) how their immediate peer group behaves with respect to ascribed black stereotypes. Initial results revealed a strong correlation between the respondents’ behavior and their perception of how their peers and other African American students behave. These findings suggest that some black students at this PWI may internalize at least some stereotypes regarding their behavior and academic performance, and behave accordingly.
dc.languageEnglish
dc.publisherWashington State University. Graduate School. McNair Program.
dc.rightsIn copyright
dc.rightsopenAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://purl.org/eprint/accessRights/OpenAccess
dc.subjectAfrican Americans
dc.subjectStudents
dc.subjectPost Secondary Education
dc.subjectStereotype Internalization
dc.subjectPredominantly White Institutions
dc.subjectBehaviors
dc.subjectPerceptions
dc.subjectQuestionnaires
dc.subjectSocial Psychology
dc.subjectPeer Group Behavior
dc.titleThe Role of Stereotype Internalization in Defining Normative Behavior Among Black Students in Predominantly White Institutions
dc.typeUndergraduate Journal
dc.description.citationMatthews, Erica and Yolanda Flores Yolanda Flores. The Role of Stereotype Internalization in Defining Normative Behavior Among Black Students in Predominantly White Institutions. WSU McNair Journal. Volume 1 (Fall 2001), p 33-40.


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    The McNair Journal is a publication created through the Ronald E. McNair Program, which is administered by the Graduate School at Washington State University.

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