what role does cultural background play in talent development?
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What Role Does Cultural Background Play in Talent Development?. Frank C. Worrell, Ph.D. University of California Berkeley [email protected]. Overview. Personal versus Social Identities Identity-Based Theoretical Frameworks Related to Academic Achievement Cultural ecological theory - PowerPoint PPT PresentationTRANSCRIPT
What Role Does Cultural Background Play in Talent
Development?
Frank C. Worrell, Ph.D.University of California
Overview Personal versus Social Identities Identity-Based Theoretical Frameworks
Related to Academic Achievement Cultural ecological theory Stereotype threat Identity Profiles Race-based rejection sensitivity
Responses of Different Cultural Groups to Feedback
Nature of Feedback Given to Different Cultural Groups
Types of Identity
Personal Identity (individuality, personality)Who am I?Extraverted, intelligent, motivated,
etc.
Social Identity (Reference Group Orientation or Identification)To what group or groups do I belong?Does group membership affect
how society views and values me?
Personal Identities
Self-concept/Self-esteem
IntelligencePersonalityMotivationSelf-efficacySelf-regulation
Social IdentitiesEthnic and/or
racial groupFirst languageGenderCountry of originSexual
orientationSocioeconomic
Status
Personal SocialBoth personal and social identity
are shaped by our environment.Links between personal and social
identity (e.g., achievement possibilities) are determined, in part, by what others communicate to us.
Minority group members actively interpret and respond to their situation.
CET Framework
How did group become member of society? Voluntary versus involuntary
How does mainstream society treat group members (SYSTEM)? Included, valued, traditions recognized and
honored or excluded, devalued, denigrated, and discriminated against
How do group members respond to mainstream society (INDIVIDUAL sociocultural adaptations)? Is relationship with society positive, neutral, or
oppositional?
Cultural Models of Voluntary vs Involuntary Groups Positive vs. negative dual frame of
reference. Effort-based vs. ambivalent folk
theory of making it. Acculturated vs. rebels as role models Pragmatic trust vs distrust of White
institutions. Additive vs subtractive interpretation
of cultural mores. Unequivocal vs.
ambivalent/negative/oppositional attitudes to schooling.
Oppositional IdentityThose individuals who take an
oppositional stance often engage in actions (low effort) incompatible with educational success:They do not trust schools or believe
that education will result in the same payoffs as it does for others.
They see doing well in school as acting White or betraying their cultural heritage (I can, but do I want to; Graham, 2004).
Parents with these beliefs give mixed messages about benefits of education.
Support for CET
Large literature on cultural mistrust (including students, parents).
Gardner-Kitt’s (2005) study of racial identity attitudes.
Ford’s (2005) study on “acting White” and “acting Black.”
Descriptors of “acting White” and “acting Black” Acting White
Intelligent Achievement-
oriented Speaking
standard English Having White
friends Being uppity,
stuck-up
Acting BlackActing ghettoBeing dumb,
stupidSpeaking non-
standard English
Dressing urban (e.g., sagging)
Steele’s Stereotype Threat
Human beings classify variables and behaviors and develop stereotypes of individuals and groups.
Societal stereotypes have a direct impact on performance, especially in situations where the stereotype is invoked.
Steele has demonstrated stereotype threat in several studies involving college students, with effect sizes in the large range.
Initial ST Manipulation
Random assignment to three groupsDiagnostic – Treatment
Test of verbal abilityNon-diagnostic – Control 1
Verbal problem solving taskNon-diagnostic– Control 2
Verbal problem solving taskDifficult because aimed at highly
verbal individuals
Stereotype Threat Effect
__ __ CE
__ __ __ ERIOR
__ __ CE RACE or FACE
__ __ __ ERIOR EXTERIOR OR INFERIOR
Questions about activities, traits
Rap music, basketball, being a lazy couch potato, aggressive
ST and Socioeconomic Status(Harrison et al., 2006)
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
Non-Diagnostic Diagnostic
Lower Income Middle Income Higher Income
Walton and Spencer (in press)
Identity Profiles Osyerman et al. (2003) grouped 94 African
American, Latino, & American Indian students on the basis of racial-ethnic self-schemas: In-group only (59%) - focused on own ethnic
group with no acknowledgement of larger society.
Aschematic (15%) - focused on self as individual and not as a member of a social group.
Dual identity groups (15%) - recognition of and pride in cultural group membership, but also aware of connections to the larger society.
Dual group had higher GPAs than aschematic (d = -.66) and in-group only (d = -.76) students.
Osyerman et al. II
Replicated findings with experimental manipulation invoking stereotype in American Indian sample (N = 65). Dual group persisted longer than other two
groups on mathematics task: d = -1.21; -.80. Youth with dual schemas were less
vulnerable to stereotype threat.
Worrell et al. (2006)
Mendoza-Denton et al. (2008) Ethnic Identification effects (a)
Mendoza-Denton et al. (2008) Ethnic Identification effects (b)
Feedback and Prejudice I: Cohen et al. (1999)
Conducted an experimental study examining Black and White undergraduates’ response to criticism: Condition 1 (unbuffered criticism):
critical feedback of performance with no other comment.
Condition 2 (positive buffered criticism): same critical feedback with general praise of student’s performance.
Condition 3 (wise criticism): same critical feedback with explicit invocation of high standards and assurance of student’s ability to meet standards.
Cohen et al. (1999) II
Dependent variables included the following:Students’ perceptions of bias
towards them.Participants’ belief in their
ability to improve their work and interest in doing revision.
Feelings of identification with writing skills.
Ratings of Bias
Motivation and Academic Identification
Bias and Motivation Ratings
Feedback and Prejudice II: Crosby & Monin (2007) 172 undergraduates trained as peer
academic advisors. Randomly assigned to give feedback to Black and White students on list of courses: More likely to tell White students:
List is too hard (d = .33) List is difficult (d = .36) Will need help such as tutoring (d = .49) Less time will be available for leisure (d = -.30) Get a second opinion (d = .43)
More likely to refuse to approve White students’ list (d = -.36)
Difference in feedback is based on fear of being prejudiced.
Sum: Cultural Identity Matters CET suggests the development of an oppositional
identity to school in some minority group members. ST suggests that negative stereotypes can depress
stigmatized group’s performance and enhance that of non-stigmatized groups.
Identity profiles indicate that some are more closely associated with academic success and engagement.
Identity has independent effects on institutional identification and academic identification.
Negatively stereotyped groups are more likely to interpret unbuffered critical feedback as an indication of bias and lose motivation and academic identification.
Individuals who are concerned about not being racist are likely to provide less honest feedback to students from negatively stereotyped groups.
Implications for STEM Fields Students from negatively stereotyped
groups less likely to think themselves able to complete STEM degrees.
These students are also more likely to draw conclusions about bias and lack of competence in STEM gateway classes.
Need for engaging students in STEM projects from elementary schools, with focus on low SES and minority districts.
Need to have summer STEM offerings in low SES and minority districts.