Culture, Race, Ethnicity, and Motivation

Handbook of Social Influences in School Contexts: Social-Emotional, Motivation, and Cognitive Outcomes

Volumn , Issue , 2016, Pages 273-292

  Zusho, Akane ^a   Daddino, Jennifer ^a   Garcia, Christie Belle ^a  

^a FORDHAM UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85031924621     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (64)

1. Anderman, E., & Midgley, C., (2004). Changes in self-reported academic cheating across the transition from middle school to high school. Contemporary Educational Psychology, 29, 499-517. doi:10.1016/j.cedpsych.2004.02.002
2. Aronson, J., Lustina, M., Good, C., Keough, K., Sttel, C., & Brown, J. (1999). When White men can’t do math: Necessary and sufficient factors in stereotype threat. Journal of Experimental Social Psychology, 35, 29-46. doi:10.1006/jesp.1998.1371
3. Aronson J., & Steele, C. M. (2005). Stereotypes and the fragility of human competence, motivation, and self-concept. In C. Dweck & A. Elliot (Eds.), Handbook of competence and motivation (pp. 436-456). New York, NY: Guilford.
4. Arunkumar, R., Midgley, C., & Urdan, T. (1999). Perceiving high or low home-school dissonance: Longitudinal effects on adolescent emotional and academic well-being. Journal of Research on Adolescence, 9(4), 441-466.
5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman.
6. Benner, A. D., & Graham, S. (2009). The transition to high school as a developmental process among multiethnic urban youth. Child Development, 2, 356.
7. Benner, A. D., & Graham, S. (2011). Latino adolescents’ experiences of discrimination across the first 2 years of high school: Correlates and influences on educational outcomes. Child Development, 82, 508-519 doi:10.1111/j.1467-8624.2010.01524.x
8. Berry, J. W., Poortinga, Y. H., Segall, M. H., & Dasen, P. R. (2002). Cross-cultural psychology: Research and applications (2nd ed.). Cambridge, UK: Cambridge University Press.
9. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
10. Brown-Wright, L., & Tyler, K. M. (2010). The effects of home-school dissonance on African American male high school students. The Journal of Negro Education, 79(2), 125-136.
11. Brown-Wright, L., Tyler, K. M., Graves, S., Thomas, D., Stevens-Watkins, D., & Mulder, S. (2013). Examining the associations among home-school dissonance, amotivation, and disruptive behavior for urban high school students. Education and Urban Society, 45(1), 142-162. doi:10.1177.0013124511408715
12. Brown-Wright, L., Tyler, K. M., Stevens-Watkins, D., Thomas, D., Mulder, S., & Smith, L. (2013). Investigating the link between home-school dissonance and academic cheating among high school students. Urban Education, 48(2), 314-334. doi:10.1177/0042085912469203
13. Cone, N., Buxton, C., Lee, O., & Mahotiere, M. (2013). Negotiating a sense of identity in a foreign land: Navigating Public school structures and practices that often conflict with Haitian culture and values. Urban Education, 49(3), 263-296.
14. Cross, W. J. (1991). Shades of black: Diversity in African-American identity. Philadelphia, PA: Temple University Press.
15. DeCuir-Gunby, J., & Schutz, P. (2014). Researching race within educational psychology contexts. Educational Psychologist, 49(4), 1-17.
16. Delgado, R., & Stefancic, J. (2007). Critical race theory and criminal justice. Humanity & Society, 31(2/3), 133-145.
17. Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.) & N. Eisenberg (Volume Ed.) Handbook of child psychology (5th ed., vol. III, pp. 1017-1095). New York, NY: Wiley.
18. ETS (2013). iCount: A data quality movement for Asian Americans and Pacific Islanders in higher education. Princeton, NJ: Author. Data Source: US Census Bureau.
19. Garcia Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Garcia, H. V. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891-1914.
20. Graham, S., & Hudley, C. (2005). Race and ethnicity in the study of motivation and competence. In A. J. Elliot and C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 392-413). New York, NY: Guilford Publications.
21. Greer, C. M. (2013). Black ethnics: Race, immigration, and the pursuit of the American dream. Oxford, UK; New York, NY: Oxford University Press.
22. Helms, J. E. (1990). Black and White racial identity: Theory, research, and practice. New York, NY: Greenwood Press.
23. Hughes, D., Rodriguez, J., Smith, E. P., Johnson, D., Stevenson, H. C., & Spicer, P. (2006). Parents’ ethnic-racial socialization: A review of research and directions for future study. Developmental Psychology, 42, 747-770.
24. Hughes, D., Witherspoon, D., Rivas-Drake, D., & West-Bey, N. (2009). Received ethnic-racial socialization messages and youths’ academic and behavioral outcomes: Examining the mediating role of ethnic identity and self-esteem. Cultural Diversity and Ethnic Minority Psychology, 15(2), 112-124. doi:10.1037/a0015509
25. Humes, K., Jones, N. A., & Ramirez, R.R. (2011). Overview of race and Hispanic origin: 2010. US Census Bureau. Retrieved from http://www.census.gov/prod/cen2010/briefs/c2010br-02.pdf
26. Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9, 131-155.
27. Kumar, R. (2006). Students’ experiences of home-school dissonance: The role of school academic culture and perceptions of classroom goal structures. Contemporary Educational Psychology, 31, 253-279. doi:10.1016/j.cedpsych.2005.08.002
28. Kumar, R., & Hamer, L. (2012). Preservice teachers’ attitudes and beliefs toward student diversity and proposed instructional practices: A sequential design study. Journal of Teacher Education, 64, 162-177. doi:10.1177/0022487112466899
29. Kumar, R., & Maehr, M. L. (2010). Schooling, cultural diversity, and motivation. In J. Meece & J. Eccles (Eds.), Handbook of research on schools, schooling, and human development (p. 308-324). New York, NY: Routledge.
30. Ladson-Billings, G., & Tate IV, W. (2009). Toward a critical race theory of education. In A. Darder, M. Balto-dano, & R. Torres (Eds.), The critical pedagogy reader (pp. 167-182). New York, NY: Routlege.
31. Maehr, M. L., & Zusho, A. (2009). Achievement Goal Theory: The past, present, and future. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 76-104). New York, NY: Routledge.
32. Markus, H. R. (2008). Pride, prejudice, and ambivalence: Toward a unified theory of race and ethnicity. American Psychologist, 63, 651-670. doi:10.1207/s15327957pspr0902_3
33. McClelland, D. C. (1961). The achieving society. Princeton, NJ: Van Nostrand.
34. Minikel-Lacocque, J. (2013). Racism, college, and the power of words: Racial Microaggressions reconsidered. American Educational Research Journal, 50(3), 432. doi:10.3102/0002831212468048
35. Neblett, E. J., Rivas-Drake, D., & Umafla-Taylor, A. J. (2012). The promise of racial and ethnic protective factors in promoting ethnic minority youth development. Child Development Perspectives, 6(3), 295-303. doi:10.1111/j.1750-8606.2012.00239.x
36. Nolen, S. B., & Ward, C. J. (2008). Sociocultural and situative research on motivation. In M. Maehr, S. Karaben-ick, & T. Urdan (Eds.), Advances in motivation and achievement. Vol. 15. Social psychological perspective on motivation and achievement (pp. 428-460). London, UK: Emerald Group.
37. Pahl, K., & Way, N. (2006). Trajectories of ethnic identity among urban Black and Latino adolescents. Child Development, 77(5), 1403-1415.
38. Perry, N. E., Turner, J. C., & Meyer, D. K. (2006). Classrooms as contexts for motivating learning. In P. A. Alexander and P. H. Winne (Eds.), Handbook of educational psychology (pp. 327-348). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
39. Phelan, P., Davidson, A. L., & Cao, H. T. (1991). Students’ multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Anthropology & Education Quarterly, 2, 224-250.
40. Phinney J., & Ong, A. (2007). Conceptualization and measurement of ethnic identity: Current status and future directions. Journal of Counseling Psychology, 54(3), 271-281. doi:10.1037/0022-0167.54.3.271
41. Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield and J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). San Diego, CA: Academic Press. doi:10.1016/B978-012750053-9/50009-7
42. Rivas-Drake, D., Seaton, E. K., Markstrom, C., Quintana, S., Syed, M., Lee, R. M., & Ethnic and Racial Identity in the 21st Century Study Group. (2014). Ethnic and racial identity in adolescence: Implications for psychosocial, academic, and health outcomes. Child Development, 85, 40-57.
43. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi:10.1037/0003-066X.55.1.68
44. Schmader, T., & Johns, M. (2003). Converging evidence that stereotype threat reduces working memory capacity. Journal of Personality and Social Psychology, 85(3), 440-452. doi:10.1037/0022-3514.85.3.440
45. Schwartz, S. J., Syed, M., Yip, T., Knight, G. P., Umana-Taylor, A. J., Rivas-Drake, D., & Lee, R. M. (2014). Methodological issues in ethnic and racial identity research with ethnic minority populations: Theoretical precision, measurement issues, and research designs. Child Development, 85(1), 58-76. doi:10.1111/cdev.12201
46. Seibt, B., & Forster, J. (2004). Stereotype threat and performance: How self-stereotypes influence processing by inducing regulatory foci. Journal of Personality and Social Psychology, 87(1), 38-56. doi:10.1037/0022-3514.87.1.38
47. Sellers, R. M., Smith, M. A., Shelton, J. N., Rowley, S. A., & Chavous, T. M. (1998). Multidimensional model of racial identity: A reconceptualization of African American racial identity. Personality & Social Psychology Review (Lawrence Erlbaum Associates), 2(1), 18.
48. Shapiro, J. R., & Neuberg, S. L. (2007). From stereotype threat to stereotype threats: Implications of a multi-threat framework for causes, moderators, mediators, consequences, and interventions. Personality and Social Psychology Review, 11, 107-130. doi:10.1177/1088868306294790
49. Shapiro, J. R., Williams, A. M., & Hambarchyan, M. (2013). Are all interventions created equal? A multi-threat approach to tailoring stereotype threat interventions. Journal of Personality and Social Psychology, 106, 277-288. doi:10.1037/a0030461
50. Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 69, 797-811.
51. Sue, D. (2004). Whiteness and ethnocentric monoculturalism: Making the ‘invisible’ visible. American Psychologist, 59(8), 761-769. doi:10.1037/0003-066X.59.8.761
52. Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62, 271-286.
53. Taylor, A. Z., & Graham, S. (2007). An examination of the relationship between achievement values and perceptions of barriers among low-SES African American and Latino students. Journal of Educational Psychology, 99(1), 52-64. doi:10.1037/0022-0663.99.1.52
54. Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers’ expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99, 253-273. doi:10.1037/0022-0663.99.2.253
55. Umana-Taylor, A. J., Wong, J. J., Gonzales, N. A., & Dumka, L. E. (2012). Ethnic identity and gender as moderators of the association between discrimination and academic adjustment among Mexican-origin adolescents. Journal of Adolescence, 35, 773-786. doi:10.1016/j.adolescence.2011.11.003
56. Urdan, T. (2010). The challenges and promise of research on classroom goal structures. In J. Meece & J. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 92-108). New York, NY: Routledge.
57. US Census Bureau. (2012). The two or more races population: 2010. [C2010BR-13]. Retrieved from http://www.census.gov/library/publications/2012/dec/c2010br-13.html
58. US Department of Education. (2014). The condition of education [Data file]. Retrieved from http://nces.ed.gov/pubs2014/2014083.pdf
59. Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82(4), 616-622. doi:10.1037/0022-0663.82.4.616
60. Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411-419. doi:10.1037/0022-0663.89.3.411
61. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1-35.
62. Wigfield, A., & Eccles, J. S. (2000). Regular article: Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. doi:10.1006/ceps.1999.1015
63. Woodcock, A., Hernandez, P. R., Estrada, M., & Schultz, P. W. (2012). The consequences of chronic stereotype threat: Domain disidentification and abandonment. Journal of Personality and Social Psychology, 103, 635-646. doi:10.1037/a0029120
64. Zusho, A., & Clayton, K. E. (2011). Culturalizing achievement goal theory and research. Educational Psychologist, 46, 239-260. doi:10.1080/00461520.2011.614526