Can a Short Video Module Teach Stereotype Threat and Methods of Prevention to White, Women, Pre-Service Teachers?

Restricted (Penn State Only)
Author:
Barry, Chloe Yh
Graduate Program:
School Psychology
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
August 02, 2017
Committee Members:
  • Dr Beverly Vandiver, Dissertation Advisor
Keywords:
  • Stereotype threat
  • Education
  • prevention
  • video module
  • professional development
Abstract:
The purpose of the study was to examine whether a brief video module on stereotype threat (ST) could be used to educate pre-service teachers about its effect and ways to prevent such effect on elementary children. This study was intended to be a first step in helping teachers learn about ST, so they can reduce the impact of ST on their students. Participants were 60 White women, who were pre-service elementary teachers from a predominantly, White university in the Mid Atlantic region of the United States. The research design was a 2 x 2 between subjects experimental design, which involved two manipulations. The first manipulation was the module (exposure or not) and the second manipulation was hypothetical scenario (ST or No-ST). Half of the participants were randomly exposed to a brief ST video module, which described ST, its effects, and ways to prevent such effects, and the other half did not receive the module. All participants were asked to complete a knowledge measure about classroom organization. Then the same participants were randomly assigned to a scenario of a student experiencing ST or math anxiety. Participants rated the likelihood of using a list of various interventions, which had been determined to be ineffective as well as effective ST strategies. They also completed a knowledge measure on ST. A series of ANOVAs and MANOVAs, followed with descriptive discriminant analyses were run to test the two hypotheses. Neither of the hypotheses were supported: Exposure to the ST video module did not increase the likelihood of the pre-service teachers to indicate use of strategies for the ST scenario more than those in the control condition (no module) exposed to the same scenario. However, a main effect was found for scenario. Regardless of exposure to the ST video module or not, participants exposed to the ST scenario were more likely to use the strategy of explaining the anxiety than those participants exposed to the No-ST scenario. This could mean that there may be a confounding variable and that participants not exposed to the ST video module interpreted the ST scenario as reflective of another theoretical base, like test anxiety. It is possible that more pilot work was needed on the ST video module—balancing the information on identifying ST and selecting the most effective strategies. Furthermore, the item difficulty of the ST knowledge needed to be increased to discriminate between those exposed to the ST video module versus not. And the approach to rating the intervention strategies increased the rating of most interventions as likely to be used. Beyond these changes, replicating this study with larger and more diverse samples is recommended.