{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/105566"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/105566","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Stereotype threat and Black women's math performance: Do racial identity and experimenter race matter?","abstract":"Made available in DSpace on 2019-11-26T20:28:47Z (GMT). No. of bitstreams: 4 BROWN-DISSERTATION-2019.pdf: 685518 bytes, checksum: bd5c3dc41aade5ec4a87d68c38e2a2fb (MD5) Brown FINAL Dissertation.docx: 302081 bytes, checksum: e87dd265224537c4dd214aad3475f622 (MD5) LICENSE.txt: 4210 bytes, checksum: 6402d20c94c52a0db9e7f31f165e3a14 (MD5) PROQUEST_LICENSE.txt: 4556 bytes, checksum: cf56050c50776101b6208284664f8092 (MD5) Previous issue date: 2019-03-25","abstract_html":"Made available in DSpace on 2019-11-26T20:28:47Z (GMT). No. of bitstreams: 4 BROWN-DISSERTATION-2019.pdf: 685518 bytes, checksum: bd5c3dc41aade5ec4a87d68c38e2a2fb (MD5) Brown FINAL Dissertation.docx: 302081 bytes, checksum: e87dd265224537c4dd214aad3475f622 (MD5) LICENSE.txt: 4210 bytes, checksum: 6402d20c94c52a0db9e7f31f165e3a14 (MD5) PROQUEST_LICENSE.txt: 4556 bytes, checksum: cf56050c50776101b6208284664f8092 (MD5) Previous issue date: 2019-03-25","abstract_has_math":false,"creators":["Brown, Arielle A."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Neville, Helen A","Aber, Mark","Hunter, Carla","Davis III, Claytie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-11-26T20:28:47Z","date_published":"2019-11-26T20:28:47Z","updated_at":"2026-07-22T22:24:44Z","subjects":["Stereotype threat","Black","African American","women","math","racial identity"],"languages":["en"],"rights":["Copyright 2019 Arielle Brown"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/105566","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Neville, Helen A","Aber, Mark","Hunter, Carla","Davis III, Claytie"]},{"key":"dc:creator","label":"Author","values":["Brown, Arielle A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-11-26T20:28:47Z","2019-03-25","2019-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Stereotype threat","Black","African American","women","math","racial identity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Arielle Brown"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/105566"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Made available in DSpace on 2019-11-26T20:28:47Z (GMT). No. of bitstreams: 4 BROWN-DISSERTATION-2019.pdf: 685518 bytes, checksum: bd5c3dc41aade5ec4a87d68c38e2a2fb (MD5) Brown FINAL Dissertation.docx: 302081 bytes, checksum: e87dd265224537c4dd214aad3475f622 (MD5) LICENSE.txt: 4210 bytes, checksum: 6402d20c94c52a0db9e7f31f165e3a14 (MD5) PROQUEST_LICENSE.txt: 4556 bytes, checksum: cf56050c50776101b6208284664f8092 (MD5) Previous issue date: 2019-03-25","In this study, I examined the effect of stereotype threat on the math task performance among Black undergraduate women (N = 103). Similar to Davis et al. (2006), I explored if racial identity beliefs moderated test performance in the face of stereotype threat. Although there is growing research on stereotype threat, few stereotype threat studies have (a) included racial identity as a moderator of test performance or (b) studied the math performance of Black women with stereotype threat (Wright-Adams, 2014). The purpose of this study was to extend Davis et al.’s (2006) and Wright-Adams’ (2014) research by exploring the race of the experimenters (i.e., White or Black woman) on the relationship between stereotype threat and math performance. Among Black women college students, findings from analyses of covariance (ANCOVAs) revealed no significant effect of stereotype threat on math performance. Lastly, racial identity did not significantly moderate the association between stereotype threat and math task performance. However ACT math scores were positively and significantly linked to performance on the math task. Implications of findings are discussed.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2019-11-26 without embargo terms","The student, Arielle Brown, accepted the attached license on 2019-03-17 at 20:04.","The student, Arielle Brown, submitted this Dissertation for approval on 2019-03-17 at 20:17.","This Dissertation was approved for publication on 2019-03-25 at 10:01.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13430 on 2019-11-26 at 12:47:53"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Stereotype threat and Black women's math performance: Do racial identity and experimenter race matter?"]}]}],"canonical_facts":{"dc:contributor":["Neville, Helen A","Aber, Mark","Hunter, Carla","Davis III, Claytie"],"dc:creator":["Brown, Arielle A."],"dc:date":["2019-11-26T20:28:47Z","2019-03-25","2019-08"],"dc:description":["Made available in DSpace on 2019-11-26T20:28:47Z (GMT). No. of bitstreams: 4 BROWN-DISSERTATION-2019.pdf: 685518 bytes, checksum: bd5c3dc41aade5ec4a87d68c38e2a2fb (MD5) Brown FINAL Dissertation.docx: 302081 bytes, checksum: e87dd265224537c4dd214aad3475f622 (MD5) LICENSE.txt: 4210 bytes, checksum: 6402d20c94c52a0db9e7f31f165e3a14 (MD5) PROQUEST_LICENSE.txt: 4556 bytes, checksum: cf56050c50776101b6208284664f8092 (MD5) Previous issue date: 2019-03-25","In this study, I examined the effect of stereotype threat on the math task performance among Black undergraduate women (N = 103). Similar to Davis et al. (2006), I explored if racial identity beliefs moderated test performance in the face of stereotype threat. Although there is growing research on stereotype threat, few stereotype threat studies have (a) included racial identity as a moderator of test performance or (b) studied the math performance of Black women with stereotype threat (Wright-Adams, 2014). The purpose of this study was to extend Davis et al.’s (2006) and Wright-Adams’ (2014) research by exploring the race of the experimenters (i.e., White or Black woman) on the relationship between stereotype threat and math performance. Among Black women college students, findings from analyses of covariance (ANCOVAs) revealed no significant effect of stereotype threat on math performance. Lastly, racial identity did not significantly moderate the association between stereotype threat and math task performance. However ACT math scores were positively and significantly linked to performance on the math task. Implications of findings are discussed.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2019-11-26 without embargo terms","The student, Arielle Brown, accepted the attached license on 2019-03-17 at 20:04.","The student, Arielle Brown, submitted this Dissertation for approval on 2019-03-17 at 20:17.","This Dissertation was approved for publication on 2019-03-25 at 10:01.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13430 on 2019-11-26 at 12:47:53"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/105566"],"dc:language":["en"],"dc:rights":["Copyright 2019 Arielle Brown"],"dc:subject":["Stereotype threat","Black","African American","women","math","racial identity"],"dc:title":["Stereotype threat and Black women's math performance: Do racial identity and experimenter race matter?"],"dc:type":["text"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:44Z"}