{"id":{"repo_id":"texas","oai_identifier":"oai:repositories.lib.utexas.edu:2152/32082"},"canonical_url":"https://search.dev.ndltd.org/etd/texas/oai:repositories.lib.utexas.edu:2152/32082","repository":{"repo_id":"texas","name":"University of Texas","base_url":"https://repositories.lib.utexas.edu/server/oai/request"},"display":{"title":"Caught up in red tape : bureaucratic hassles undermine sense of belonging in college among first generation students","abstract":"Research has shown that institutional cues can create experiences of social identity threat, or the concern that one might be devalued or excluded on the basis of their group membership - among underrepresented and stigmatized students (e.g. first-generation college students). However, previous work focuses on cues relevant to stereotypes or group membership, and that are aversive only to stigmatized students. We hypothesized that even cues that are aversive to all students - specifically bureaucratic difficulties -- might trigger identity threat. In study 1, students completed a university form online that was manipulated to be frustrating (or not). The frustrating web form reduced self-reported sense of belonging and perceived probability of success among first-generation college students. Study 2, a multi-session field study, conceptually replicated this finding with a different type of bureaucratic challenge -- a straightforward or confusing course selection task. A third correlation study (conducted as part of the larger field study reported in study 2), revealed that experiences of bureaucratic challenges in students' naturalistic settings predicted reduced sense of belonging Moreover, these perceived bureaucratic challenges influenced the retention rates of students who were more uncertain about their belonging at college. Discussion focuses on the implications of these findings for policies aimed at reducing social class disparities in higher education.","abstract_html":"Research has shown that institutional cues can create experiences of social identity threat, or the concern that one might be devalued or excluded on the basis of their group membership - among underrepresented and stigmatized students (e.g. first-generation college students). However, previous work focuses on cues relevant to stereotypes or group membership, and that are aversive only to stigmatized students. We hypothesized that even cues that are aversive to all students - specifically bureaucratic difficulties -- might trigger identity threat. In study 1, students completed a university form online that was manipulated to be frustrating (or not). The frustrating web form reduced self-reported sense of belonging and perceived probability of success among first-generation college students. Study 2, a multi-session field study, conceptually replicated this finding with a different type of bureaucratic challenge -- a straightforward or confusing course selection task. A third correlation study (conducted as part of the larger field study reported in study 2), revealed that experiences of bureaucratic challenges in students' naturalistic settings predicted reduced sense of belonging Moreover, these perceived bureaucratic challenges influenced the retention rates of students who were more uncertain about their belonging at college. Discussion focuses on the implications of these findings for policies aimed at reducing social class disparities in higher education.","abstract_has_math":false,"creators":["Reeves, Stephanie Lauren"],"institution":"The University of Texas at Austin","degree_name":"Master of Arts","degree_level":"Masters","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["Yeager, David S."],"committee_chairs":[],"committee_members":["Murphy, Mary C"],"year":2015,"date_issued":"2015-08","date_published":"2015-08","updated_at":"2026-07-24T05:01:16Z","subjects":["Social identity threat","Belonging","Achievement","Social class","Insitutions"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["doi:10.15781/T20G7J"],"render_values":[{"text":"doi:10.15781/T20G7J","href":"https://doi.org/10.15781/T20G7J","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2152/32082","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Yeager, David S."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Murphy, Mary C"]},{"key":"dc:creator","label":"Author","values":["Reeves, Stephanie Lauren"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-10-30T16:54:29Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-10-30T16:54:29Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-08"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The University of Texas at Austin"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social identity threat","Belonging","Achievement","Social class","Insitutions"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["doi:10.15781/T20G7J"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2152/32082"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["text"]},{"key":"dc:description.abstract","label":"Abstract","values":["Research has shown that institutional cues can create experiences of social identity threat, or the concern that one might be devalued or excluded on the basis of their group membership - among underrepresented and stigmatized students (e.g. first-generation college students). However, previous work focuses on cues relevant to stereotypes or group membership, and that are aversive only to stigmatized students. We hypothesized that even cues that are aversive to all students - specifically bureaucratic difficulties -- might trigger identity threat. In study 1, students completed a university form online that was manipulated to be frustrating (or not). The frustrating web form reduced self-reported sense of belonging and perceived probability of success among first-generation college students. Study 2, a multi-session field study, conceptually replicated this finding with a different type of bureaucratic challenge -- a straightforward or confusing course selection task. A third correlation study (conducted as part of the larger field study reported in study 2), revealed that experiences of bureaucratic challenges in students' naturalistic settings predicted reduced sense of belonging Moreover, these perceived bureaucratic challenges influenced the retention rates of students who were more uncertain about their belonging at college. Discussion focuses on the implications of these findings for policies aimed at reducing social class disparities in higher education."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Caught up in red tape : bureaucratic hassles undermine sense of belonging in college among first generation students"]}]}],"canonical_facts":{"dc:contributor.advisor":["Yeager, David S."],"dc:contributor.committeemember":["Murphy, Mary C"],"dc:creator":["Reeves, Stephanie Lauren"],"dc:date.accessioned":["2015-10-30T16:54:29Z"],"dc:date.available":["2015-10-30T16:54:29Z"],"dc:date.issued":["2015-08"],"dc:description":["text"],"dc:description.abstract":["Research has shown that institutional cues can create experiences of social identity threat, or the concern that one might be devalued or excluded on the basis of their group membership - among underrepresented and stigmatized students (e.g. first-generation college students). However, previous work focuses on cues relevant to stereotypes or group membership, and that are aversive only to stigmatized students. We hypothesized that even cues that are aversive to all students - specifically bureaucratic difficulties -- might trigger identity threat. In study 1, students completed a university form online that was manipulated to be frustrating (or not). The frustrating web form reduced self-reported sense of belonging and perceived probability of success among first-generation college students. Study 2, a multi-session field study, conceptually replicated this finding with a different type of bureaucratic challenge -- a straightforward or confusing course selection task. A third correlation study (conducted as part of the larger field study reported in study 2), revealed that experiences of bureaucratic challenges in students' naturalistic settings predicted reduced sense of belonging Moreover, these perceived bureaucratic challenges influenced the retention rates of students who were more uncertain about their belonging at college. Discussion focuses on the implications of these findings for policies aimed at reducing social class disparities in higher education."],"dc:format.mimetype":["application/pdf"],"dc:identifier":["doi:10.15781/T20G7J"],"dc:identifier.uri":["http://hdl.handle.net/2152/32082"],"dc:language.iso":["en"],"dc:subject":["Social identity threat","Belonging","Achievement","Social class","Insitutions"],"dc:title":["Caught up in red tape : bureaucratic hassles undermine sense of belonging in college among first generation students"],"dc:type":["Thesis"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Arts"],"thesis:institution_name":["The University of Texas at Austin"]},"updated_at":"2026-07-24T05:01:16Z"}