The twice-as phenomenon: conceptualization, measurement, and links to self-regulated learning

Self-regulated learning (SRL) research has blind spots regarding how SRL plays out in racially oppressive environments, which could impact conclusions about diverse students’ educational experiences. Here, I evaluate an SRL behavior that emerges particularly among racially marginalized students: the Twice-As phenomenon. This is based on the cultural saying “you have to work twice as hard to get half as far as White folks,” frequently experienced by Black and Latine people compared to their White counterparts. To understand the Twice-As phenomenon, I conducted focus groups, informing the psychometric development and statistical validation of a scale to identify students’ engagement in the Twice-As phenomenon. I then used the scale to explore how this phenomenon manifests in graduate STEM students’ academic behavior, including demonstrating both high SRL and burnout. I administered the scale to students in online and in-person learning contexts to examine the scale’s usefulness for understanding racially marginalized students’ learning experiences at predominantly White institutions. Ultimately, I aim to inform instructors’ perceptions of students’ efforts, add to the critical consciousness of Black and Latine students, demystify invisible labors to an unfamiliar audience, inform theories of SRL to be more complete than they currently are, and propose a socio-cognitive approach for anti-racism efforts.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2023

Author dc:creator

• Valdiviejas Cohn, Hannah Shirlee

Contributors dc:contributor

• Perry, Michelle
• Hopson, Rodney
• Ruedas-Gracia, Nidia
• Bosch, Nigel
• Xia, Yan

• Self-regulated Learning
• Pwi
• Msi
• Dei
• Anti-racism
• Stereotypes
• Black
• Latinx
• Multiple Methods
• Scale
• Higher Education

Statement dc:rights

• Copyright 2023 Hannah Valdiviejas Cohn

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/121449

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F121449