First-generation college (FGC) students generally underachieve in comparison to their continuing-generation college (CGC) student peers. Past research has attributed FGC underachievement to a lack of socioeconomic resources and cultural mismatch. None of these explanations account for the possible role that stereotypes might play in FGC students’ underachievement. Recent findings suggest that FGC students could be stereotyped as being relatively less competent compared to other college students. The current study examines if people unconsciously allow negative stereotypes about FGC students to drive behaviors (i.e., implicit bias) that may contribute to FGC student underachievement. Specifically, in the current study, participants were asked to provide four types of feedback on a randomly assigned essay that was supposedly written by either a Black FGC student, an Asian FGC student, a Black CGC student, or an Asian CGC student (college-generational status and race were randomly assigned). Implicit bias was operationalized in an indirect manner. Findings indicate an effect of implicit bias toward students that are not Asian CGC students, particularly on more indirect measures of implicit bias. Specifically, Black CGC, Black FGC, and Asian FGC student authors combined received significantly fewer number of words in specific feedback than Asian CGC student authors. Additionally, results reveal an effect of positivity bias on measures that are more explicit measures of bias and easily controlled because of social desirability. Specifically, Black CGC and Asian FGC student authors alone, as well as Black CGC, Black FGC, and Asian FGC student authors combined, received significantly less negative guiding feedback than Asian CGC student authors.
|Commitee:||Kohfeldt, Danielle, Pedersen, William|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 82/6(E), Masters Abstracts International|
|Subjects:||Social psychology, Higher education, Asian Studies, Educational sociology, Ethnic studies, Educational leadership, Black studies, Education Policy, Organizational behavior|
|Keywords:||First-generation college students, Implicit bias, Stereotyping, Continuing-generation college student peers|
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