This study was conducted to examine the impact of various social comparisons on stereotype threat for Black college students attending predominantly White colleges and universities (PWCUs). Additionally, explored was whether the student's Black racial identity would moderate the relationship between social comparison and academic achievement. Social comparison theory posits that to gain an accurate self-evaluation, individuals compare themselves to others who are similar; therefore, for Black college students attending PWCUs their comparison is most likely to occur with White students. Stereotype threat is being at risk of confirming a negative stereotype about one's group membership. Participants were 144 self-identified Black college students (including bi-and multiracially identified individuals), currently enrolled in college in the U.S. Data were collected in four phases, with the fourth phase utilizing a participant panel. The study was available for 7 months and was self-administered online through a popular survey software. Participants completed self-report measures, read statistics from the National Center for Education Statistics (NCES), completed two academic tasks, and viewed a slideshow presentation of images. Data patterns were similar for the White and neutral conditions and were similar for the matched minority and unmatched minority conditions; therefore, participants in the White comparison condition and neutral condition were grouped together to form one subordinate group (i.e., racial nonminority intervention group), and participants in the racially matched and unmatched minority comparison conditions were grouped together to form another subordinate group (i.e., racial minority intervention group). Results indicated a statistically significant effect for time by condition, F(1,142) = 4.776, p = .030, partial n2 = .033, with the racial nonminority group showing a greater impact on stereotype threat. Stereotype threat was positively impacted at a rate greater for the racial nonminority group than for the racial minority group.

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Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-05-03T19:37:47Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) vanderson_ely_meira.pdf: 1355580 bytes, checksum: f344746e769375a843c59673a52e6122 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-05-04T16:24:18Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) vanderson_ely_meira.pdf: 1355580 bytes, checksum: f344746e769375a843c59673a52e6122 (MD5) / Made available in DSpace on 2018-05-04T16:24:18Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) vanderson_ely_meira.pdf: 1355580 bytes, checksum: f344746e769375a843c59673a52e6122 (MD5) Previous issue date: 2017 / A quest?o central desta pesquisa ? investigar como a identidade racial negra foi incorporada no processo de elabora??o do Plano Municipal de Educa??o de Diamantina/MG. Indicamos uma abordagem metodol?gica mista, sendo predominantemente qualitativa, mas, tamb?m quantitativa, integrada como estrat?gia de pesquisa complementar. Propomos um arranjo de an?lise desenvolvido em tr?s etapas, sendo revis?o bibliogr?fica, coleta de dados e prepara??o do material e, infer?ncia e apresenta??o dos resultados. Para composi??o da amostra utilizamos dois instrumentos, coleta documental e entrevista, sendo que dos documentos que integram o corpus do trabalho nas duas vers?es da meta 22 ? Projeto de Lei n? 08/2015 e Lei n? 3.880/2015 ? concentraram nosso maior interesse, sendo a parte dos documentos onde foi abordado o tema da identidade racial negra. As entrevistas foram direcionadas ? representantes de dois segmentos que participaram da elabora??o do Plano, os dirigentes municipais e grupo de discuss?o. Efetuamos a an?lise dos dados de acordo com o m?todo de an?lise de conte?do descrito por Bardin (2010). O texto da disserta??o foi dividido em quatro se??es: Metodologia; Dial?tica das ra?as: por uma identidade racial negra; Planejamento e Plano Educacional: pol?ticas de curr?culo; An?lise da elabora??o do Plano Municipal de Educa??o de Diamantina/MG: a identidade racial negra em quest?o. Os resultados indicaram que o p?s-colonialismo, determinante nas ?[...] rela??es de poder e formas de conhecimento que colocam o sujeito imperial europeu na sua posi??o atual de privil?gio [...]? (SILVA, 2014, p.127), como fen?meno presente em todas as inst?ncias sociais, reproduz no campo das pol?ticas de planejamento curricular, formas de discrimina??o e exclus?o da identidade racial negra, evid?ncia que julgamos importante para a interpreta??o do campo pol?tico curricular brasileiro. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The central question of this research is to investigate how the black racial identity was incorporated in the process of elaboration of the Municipal Plan of Education of Diamantina/MG. We indicate a mixed methodological approach, being predominantly qualitative, but also quantitative, integrated as a complementary research strategy. We propose an analysis arrangement developed in three stages, being bibliographical review, data collection and preparation of the material, and inference and presentation of the results. For the composition of the sample we used two instruments, documentary collection and interview, and the documents that integrate the corpus of the work in the two versions of goal 22 ? Bill n? 08/2015 and Law n? 3.880/2015 ? focused our greatest interest, being the part of the documents where the subject of the black racial identity was approached. The interviews were directed to the representatives of two segments that participated in the elaboration of the Plan, the municipal leaders and the discussion group. We performed the data analysis according to the content analysis method described by Bardin (2010). The text of the dissertation was divided into four sections: Methodology; Dialectic of races: by a black racial identity; Planning and Educational Plan:curriculum policies; Analysis of the elaboration of the Municipal Plan of Education of Diamantina/MG: the black racial identity in question. The results indicated that postcolonialism, which is a determining factor in the "[...] power relations and forms of knowledge that place the European imperial subject in its current position of privilege [...]" (SILVA, 2014, p. 127), as a phenomenon present in all social instances, reproduces in the field of curricular planning policies, forms of discrimination and exclusion of black racial identity, evidence which we deem important for the interpretation of the Brazilian curricular political field.

The purpose of this study was to investigate the relationship between racial identity development and career thoughts for Black seniors at an urban high school. The available population was 557 Black senior students at a high school in Orange County, Florida. With respect to this population, socioeconomic status, influences on career interest, parental level of education, parental occupations, post-secondary intentions, and plans to take the SAT or ACT were some of the specific demographic variables that were analyzed. Results from a variety of simple regression analyses revealed significant positive relationships between Black seniors' perceptions of their racial identity development and their career thoughts. By way of simple regression analysis, the five variables (domains) of the Black Racial Identity Attitude Scale were analyzed in relation to the three variables (domains) of the Career Thoughts Inventory and demographic variables. With the exception of the internalization stage of Black racial identity development, statistically significant relationships were found between each of the stages of Black racial identity development (preencounter, encounter, and immersion /emersion) and the measures of the Career Thoughts Inventory (decision making confusion, external conflict, commitment anxiety). Results of the data suggest that individuals in the preencounter, encounter, and immersion /emersion stages of Black racial identity development will have moderate to high scores with respect to decision making confusion, external conflict, commitment anxiety, and negative career thoughts overall. In other words, the less developed one's racial identity, the greater the likelihood of a higher degree of negative thoughts about career and career choice. As well, the results, for the most part, supported the proposed hypotheses. This initial investigation should be replicated using a large sample size and other statistical analyses in order to ascertain more and in order to more accurately determine the nature of the relationship between racial identity development and career development for Blacks.

The first goal for the study was to estimate trait effects and social influences for racial centrality, racial private regard, and racial public regard. The second was to estimate correlational relationships between racial identity, depression, and anxiety symptoms. The study used 110 Black university students (Mage=19.5,SD=4.13) from a southeastern American university. Restricted maximum likelihood estimation was conducted to estimate variance components for all constructs. Racial centrality, racial private regard, and racial public regard consisted of mostly trait effects, although reflecting substantial social influences. Correlational findings indicated that providers who evoked high racial centrality also evoked low depression, low anxiety, and were seen as supportive. Providers who evoked racial private regard also evoked low depression, low anxiety, and were seen as supportive. Socially influenced racial public regard had no statistically significant links to other constructs. Findings suggest socially influenced racial identity holds links to mental health outcomes and social support.

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