What Role Does Cultural Background Play in Talent

Development?

Frank C. Worrell, Ph.D.University of California

Berkeleyfrankc@berkeley.edu

Overview Personal versus Social Identities Identity-Based Theoretical Frameworks

Related to Academic Achievement Cultural ecological theory Stereotype threat Identity Profiles Race-based rejection sensitivity

Responses of Different Cultural Groups to Feedback

Nature of Feedback Given to Different Cultural Groups

Types of Identity

Personal Identity (individuality, personality)Who am I?Extraverted, intelligent, motivated,

etc.

Social Identity (Reference Group Orientation or Identification)To what group or groups do I belong?Does group membership affect

how society views and values me?

Personal Identities

Self-concept/Self-esteem

IntelligencePersonalityMotivationSelf-efficacySelf-regulation

Social IdentitiesEthnic and/or

racial groupFirst languageGenderCountry of originSexual

orientationSocioeconomic

Status

Personal SocialBoth personal and social identity

are shaped by our environment.Links between personal and social

identity (e.g., achievement possibilities) are determined, in part, by what others communicate to us.

Minority group members actively interpret and respond to their situation.

CET Framework

How did group become member of society? Voluntary versus involuntary

How does mainstream society treat group members (SYSTEM)? Included, valued, traditions recognized and

honored or excluded, devalued, denigrated, and discriminated against

How do group members respond to mainstream society (INDIVIDUAL sociocultural adaptations)? Is relationship with society positive, neutral, or

oppositional?

Cultural Models of Voluntary vs Involuntary Groups Positive vs. negative dual frame of

reference. Effort-based vs. ambivalent folk

theory of making it. Acculturated vs. rebels as role models Pragmatic trust vs distrust of White

institutions. Additive vs subtractive interpretation

of cultural mores. Unequivocal vs.

ambivalent/negative/oppositional attitudes to schooling.

Oppositional IdentityThose individuals who take an

oppositional stance often engage in actions (low effort) incompatible with educational success:They do not trust schools or believe

that education will result in the same payoffs as it does for others.

They see doing well in school as acting White or betraying their cultural heritage (I can, but do I want to; Graham, 2004).

Parents with these beliefs give mixed messages about benefits of education.

Support for CET

Large literature on cultural mistrust (including students, parents).

Gardner-Kitt’s (2005) study of racial identity attitudes.

Ford’s (2005) study on “acting White” and “acting Black.”

Descriptors of “acting White” and “acting Black” Acting White

Intelligent Achievement-

oriented Speaking

standard English Having White

friends Being uppity,

stuck-up

Acting BlackActing ghettoBeing dumb,

stupidSpeaking non-

standard English

Dressing urban (e.g., sagging)

Steele’s Stereotype Threat

Human beings classify variables and behaviors and develop stereotypes of individuals and groups.

Societal stereotypes have a direct impact on performance, especially in situations where the stereotype is invoked.

Steele has demonstrated stereotype threat in several studies involving college students, with effect sizes in the large range.

Initial ST Manipulation

Random assignment to three groupsDiagnostic – Treatment

Test of verbal abilityNon-diagnostic – Control 1

Verbal problem solving taskNon-diagnostic– Control 2

Verbal problem solving taskDifficult because aimed at highly

verbal individuals

Stereotype Threat Effect

__ __ CE

__ __ __ ERIOR

__ __ CE RACE or FACE

__ __ __ ERIOR EXTERIOR OR INFERIOR

Questions about activities, traits

Rap music, basketball, being a lazy couch potato, aggressive

ST and Socioeconomic Status(Harrison et al., 2006)

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

Non-Diagnostic Diagnostic

Lower Income Middle Income Higher Income

Walton and Spencer (in press)

Identity Profiles Osyerman et al. (2003) grouped 94 African

American, Latino, & American Indian students on the basis of racial-ethnic self-schemas: In-group only (59%) - focused on own ethnic

group with no acknowledgement of larger society.

Aschematic (15%) - focused on self as individual and not as a member of a social group.

Dual identity groups (15%) - recognition of and pride in cultural group membership, but also aware of connections to the larger society.

Dual group had higher GPAs than aschematic (d = -.66) and in-group only (d = -.76) students.

Osyerman et al. II

Replicated findings with experimental manipulation invoking stereotype in American Indian sample (N = 65). Dual group persisted longer than other two

groups on mathematics task: d = -1.21; -.80. Youth with dual schemas were less

vulnerable to stereotype threat.

Worrell et al. (2006)

Mendoza-Denton et al. (2008) Ethnic Identification effects (a)

Mendoza-Denton et al. (2008) Ethnic Identification effects (b)

Feedback and Prejudice I: Cohen et al. (1999)

Conducted an experimental study examining Black and White undergraduates’ response to criticism: Condition 1 (unbuffered criticism):

critical feedback of performance with no other comment.

Condition 2 (positive buffered criticism): same critical feedback with general praise of student’s performance.

Condition 3 (wise criticism): same critical feedback with explicit invocation of high standards and assurance of student’s ability to meet standards.

Cohen et al. (1999) II

Dependent variables included the following:Students’ perceptions of bias

towards them.Participants’ belief in their

ability to improve their work and interest in doing revision.

Feelings of identification with writing skills.

Ratings of Bias

Motivation and Academic Identification

Bias and Motivation Ratings

Feedback and Prejudice II: Crosby & Monin (2007) 172 undergraduates trained as peer

academic advisors. Randomly assigned to give feedback to Black and White students on list of courses: More likely to tell White students:

List is too hard (d = .33) List is difficult (d = .36) Will need help such as tutoring (d = .49) Less time will be available for leisure (d = -.30) Get a second opinion (d = .43)

More likely to refuse to approve White students’ list (d = -.36)

Difference in feedback is based on fear of being prejudiced.

Sum: Cultural Identity Matters CET suggests the development of an oppositional

identity to school in some minority group members. ST suggests that negative stereotypes can depress

stigmatized group’s performance and enhance that of non-stigmatized groups.

Identity profiles indicate that some are more closely associated with academic success and engagement.

Identity has independent effects on institutional identification and academic identification.

Negatively stereotyped groups are more likely to interpret unbuffered critical feedback as an indication of bias and lose motivation and academic identification.

Individuals who are concerned about not being racist are likely to provide less honest feedback to students from negatively stereotyped groups.

Implications for STEM Fields Students from negatively stereotyped

groups less likely to think themselves able to complete STEM degrees.

These students are also more likely to draw conclusions about bias and lack of competence in STEM gateway classes.

Need for engaging students in STEM projects from elementary schools, with focus on low SES and minority districts.

Need to have summer STEM offerings in low SES and minority districts.