This research demonstrates that people at risk of devaluation based on group membership are attuned to cues that signal social identity contingencies--judgments, stereotypes, opportunities, restrictions, and treatments that are tied to one's social identity in a given setting In 3 experiments, African American professionals were attuned to minority representation and diversity philosophy cues when they were presented as a part of workplace settings Low minority representation cues coupled with colorblindness (as opposed to valuing diversity) led African American professionals to perceive threatening identity contingencies and to distrust the setting (Experiment 1) The authors then verified that the mechanism mediating the effect of setting cues on trust was identity contingent evaluations (Experiments 2 & 3) The power of social identity contingencies as they relate to underrepresented groups in mainstream institutions is discussed

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Social identity contingencies: how diversity cues signal threat or safety for African Americans in mainstream institutions.

Identity in adolescence: change or stability

\"Far more inclusive and informative than previous books on the subject\". -- The New York Times

Toms, Coons, Mulattoes, Mammies, and Bucks: An Interpretive History of Blacks in American Films@@@The Only Good Indian... The Hollywood Gospel@@@Everything and Nothing: The Dorothy Dandridge Tragedy@@@Blacks in American Films: Today and Yesterday@@@Blacks in the Cinema: The Changing Image

In this chapter we review the research on the development of children's motivation and engagement We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school We take a social-cognitive expectancy-value theoretical perspective to organize our discussion of this work We first discuss the development of children's motivation and engagement and take another look at the often-observed decline in motivation, focusing on new work showing different patterns in these declines among different groups of children We also discuss how children's motivation relates to their performance and choice, two kinds of outcomes of major importance to children's healthy development The second major section discusses gender, ethnic, and cultural differences in children's motivation and the important advances researchers have made in understanding these over the past 10 years



In the family and school socialization sections we focus on processes by which parents, teachers, and schools can impact children's motivation both positively and negatively We note the similarities of these processes across socializers: Providing appropriate challenges and emotional warmth and support, and having high expectations for children We discuss the need for more integrative studies of how parents and also teachers impact children's motivation We conclude the chapter with a discussion of important future directions: A continuing focus on culture and motivation, further examination of motivation in specific domains and contexts, a stronger focus on biological influences on the development of motivation, and a consideration of unconscious processes and their impact on the development of motivation


Keywords:

achievement;
culture;
development;
engagement;
family influences;
gender;
goals;
intrinsic motivation;
motivation;
school influences;
self-efficacy;
self-regulation;
values

Development of Achievement Motivation and Engagement

In the current study, we examined the precursors and consequences of discrimination for 876 Latino, African American, and Asian American adolescents (Mage = 16.9 years, SD = 0.43). The race/ethnic characteristics of schools and neighborhoods influenced adolescents' perceptions of the race/ethnic climates of these contexts. In turn, adolescents who viewed climates more negatively were more likely to perceive discriminatory treatment by school personnel, peers, and societal institutions. Discrimination from these 3 sources exerted differential influence on developmental outcomes: Greater discrimination from school personnel was associated with poorer academic performance, greater discrimination from peers was associated with more psychological maladjustment, and greater societal discrimination was associated with heightened racial awareness. Relations were consistent across race/ethnic groups and gender. Implications for intervening to reduce racial discrimination and other social stigmas are discussed.

The antecedents and consequences of racial/ethnic discrimination during adolescence: does the source of discrimination matter?

Although most African Americans are aware of the importance of education, many still continue to suffer from poor school achievement. School failure, high rates of educational dropout, low college ...

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Cultural Identification and Academic Achievement Among African American Males

This study measured the relationship between outcome expectations, outcome value, and cultural mistrust among African American male high school students (N = 75) attending an urban, Southern California school. We hypothesized that a negative perception of the dominant culture would negatively affect academic outcome expectations and academic achievement values. The results indicated, as hypothesized, a significant inverse relationship between cultural mistrust and outcome expectations. There was also a significant relationship between cultural mistrust and outcome value. In addition, cultural mistrust and outcome value were significant predictors of academic outcome expectations. Findings are discussed in terms of the importance of understanding sociocultural influences on achievement motivation among ethnic minority youth.

Cultural mistrust, academic outcome expectations, and outcome values among african american adolescent men

This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, the effects of technological tools on reading comprehension and reading motivation in diverse secondary students from lower socioeconomic backgrounds. The study implemented an independent silent reading (ISR) program across a 5-month semester in an urban public high school and included 145 participants from nine 10th grade literature classes. The control group took part in no ISR, one treatment group participated in weekly ISR read from a textbook, and another treatment group participated in weekly ISR read from a computer module designed to address essential components of reading. Students were measured on global reading comprehension, text-specific reading assessments, and reading motivation. After controlling for initial skill and disposition levels, the results indicated that students from both ISR groups made greater gains than the control group in global reading comprehension, while the computer reading module group outperformed the textbook group and the control on text-specific assignments and increased their reading motivation to a greater degree than those in the other conditions. This research offers much-needed data on secondary students’ reading achievement and disposition and provides evidence that ISR implemented through the use of instructional technology and cognitive tools has broad potential to address development in these areas.

An Examination of the Effect of Customized Reading Modules on Diverse Secondary Students' Reading Comprehension and Motivation.

Ethnic and racial identity in childhood and adolescence.

This study implemented an independent silent reading (ISR) program with 145 10th grade students. Students were measured on total reading ability, vocabulary, reading comprehension, a state-mandated high stakes end-of-course test (EOCT), and reading attribution. After controlling for initial skill and disposition levels, the results indicated that students from the ISR groups made greater gains than the control group in total reading ability, reading comprehension, EOCT reading scores, and success/ability attribution. This research offers much-needed data on secondary students’ reading achievement and disposition and provides evidence for one method, ISR, that has broad potential to address development in these areas.

Miles A. Irving

Papers

Cultural Identification and Academic Achievement Among African American Males

Cultural mistrust, academic outcome expectations, and outcome values among african american adolescent men

An Examination of the Effect of Customized Reading Modules on Diverse Secondary Students' Reading Comprehension and Motivation.

Ethnic and racial identity in childhood and adolescence.

Applied Cognition: Testing the Effects of Independent Silent Reading on Secondary Students’ Achievement and Attribution