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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Drug Addiction; Drug Therapy; Patients; Experience; Social Bias; Stereotypes; Social Discrimination
Abstract:
Experiences of stigma from others among people with a history of drug addiction are understudied in comparison to the strength of stigma associated with drug addiction. Work that has studied these experiences has primarily focused on stigma experienced from healthcare workers specifically even though stigma is often experienced from other sources as well. Because stigma has important implications for the mental health and recovery efforts of people in treatment, it is critical to better understand these experiences of stigma. Therefore, we characterize drug addiction stigma from multiple sources using qualitative methodology to advance understandings of how drug addiction stigma is experienced among methadone maintenance therapy patients and from whom. Results demonstrate that methadone maintenance therapy patients experience prejudice, stereotypes, and discrimination from friends and family, coworkers and employers, healthcare workers, and others. Discussion highlights similarities and differences in stigma experienced from these sources.
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Thinking Skills; Program Effectiveness; Cultural Differences; Foreign Countries; Creativity; Stereotypes; Undergraduate Students; Nonverbal Ability; Whites; Cross Cultural Studies; Asians; Measures (Individuals)
Abstract:
A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed that participants from both China and the United States believed that Americans have better creativity abilities than Chinese and that Chinese have better deductive reasoning skills than Americans. Significant cultural difference in the performances on the measures of creativity was found. The cultural difference in deductive reasoning was found between Chinese participants in China and the Caucasian (not the Asian) participants in the United States, which were somewhat congruent to the stereotypical perceptions. However, the study did not find that stereotypic perceptions directly influenced participants' performance on deductive reasoning and creativity. (Contains 1 table and 2 figures.)
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Author(s): |
Frekko, Susan E. |
Source: |
International Journal of Bilingual Education and Bilingualism, v16 n2 p164-176 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Adult Students; Native Speakers; Social Class; Romance Languages; Spanish; Cultural Differences; Language Usage; Stereotypes; Sociolinguistics; Native Language; Language Minorities; Language Attitudes; Second Language Learning; Foreign Countries
Abstract:
Adult students of Catalan are worthy of study because they reveal complexities underlying taken-for-granted assumptions about Catalan speakers and Castilian speakers. Far from fitting into neat bundles aligning language of origin, social class, and national orientation, the students in this study exemplify the breakdown of boundaries traditionally assumed to exist between Catalan speakers and Castilian speakers. These findings point to a disjuncture between public discourse and the lived experience of language users. Close examination of actual speakers' motivations, classroom performance, and national orientations reveals much more nuance; in this classroom, the fault lines run along social class divisions, which are themselves contrary to stereotypes. This finding advances studies of linguistic authority, suggesting that native speakers may be positioned differently in different sociolinguistic contexts, depending on their social class and whether the language in question is an institutionalized code or a minoritized one. (Contains 1 table and 7 notes.)
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Student Characteristics; Racial Factors; Ethnicity; Stereotypes; White Students; Racial Differences; Grade 10; African American Students; Hispanic American Students; High School Students; Asian American Students; Surveys; Teacher Attitudes; Student Attitudes; Parent Attitudes; Student Behavior; English Teachers; Mathematics Teachers
Abstract:
Previous research demonstrates that students taught by teachers of the same race and ethnicity receive more positive behavioral evaluations than students taught by teachers of a different race/ethnicity. Many researchers view these findings as evidence that teachers, mainly white teachers, are racially biased due to preferences stemming from racial stereotypes that depict some groups as more academically oriented than others. Most of this research has been based on comparisons of only black and white students and teachers and does not directly test if other nonwhite students fare better when taught by nonwhite teachers. Analyses of Asian, black, Hispanic, and white 10th graders in the 2002 Education Longitudinal Study confirm that the effects of mismatch often depend on the racial/ethnic statuses of both the teacher and the student, controlling for a variety of school and student characteristics. Among students with white teachers, Asian students are usually viewed more positively than white students, while black students are perceived more negatively. White teachers' perceptions of Hispanic students do not typically differ from those of white students. Postestimation comparisons of slopes indicate that Asian students benefit (perceptionwise) from having white teachers, but they reveal surprisingly few instances when black students would benefit (again, perceptionwise) from having more nonwhite teachers. (Contains 4 tables.)
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Evidence; Teacher Expectations of Students; Foreign Countries; Stereotypes; Student Teachers; Track System (Education); Student Teacher Attitudes; Attitude Change; Teacher Education; Immigrants
Abstract:
In Germany, Turkish students are overrepresented on lowest school tracks. Research has provided evidence that stereotypical expectations can color judgments. We experimentally investigated whether student information that strongly confirmed or disconfirmed Turkish stereotypical expectations led to student teachers' judgments that were biased against nationality. Furthermore, we explored whether judging an expectation-confirming or expectation-disconfirming Turkish student resulted in changes in stereotypical beliefs. Results showed that student teachers' judgments were biased against nationality when it came to an expectation-confirming student and that the expectation-disconfirming student could change stereotypical beliefs into slightly more positive ones. Results are discussed with regard to their theoretical relevance as well as to their importance for teacher education.
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Racial Composition; White Students; College Students; Intergroup Education; Higher Education; Student Diversity; Racial Attitudes; Ethnicity; Social Justice; Stereotypes; Intergroup Relations
Abstract:
The purpose of the present study was to investigate White students' experiences in an intergroup dialogue course that employed critical Whiteness pedagogy (Kincheloe & Steinberg, 2000) and focused on being White in a multicultural society. Using a qualitative approach, the authors investigated student participants' (n = 6) perceptions of the dialogue course and what they learned from engaging in this dialogue. Data from semistructured, individual interviews revealed several themes. With regard to students' general experiences during the course, findings suggested that they benefitted most from a balance of reading, personal reflection, and peer dialogue. Additionally, students reported mixed feelings about the racial composition of the students and cofacilitators in the course. With regard to the goals of critical Whiteness pedagogy, findings indicated that students increased their racial self-awareness, enhanced their knowledge of critical racial issues (e.g., institutional racism and White privilege), and engaged in some small behavioral steps toward becoming allies. Limitations of the study and directions for future research are discussed. Additionally, the authors provide practical implications of the findings for university personnel. (Contains 1 table.)
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Mental Health; Youth; Mental Disorders; Self Esteem; Schizophrenia; Stereotypes; Social Distance; Social Bias; Self Concept; High School Students; Intervention; Program Effectiveness; Consciousness Raising; Help Seeking; Foreign Countries
Abstract:
Despite the prevalence of mental health problems, society continues to stigmatize and discriminate against people with mental illness and in particular, schizophrenia. Among the negative consequences of stigma, is that some individuals with mental illness internalize negative stereotypes about themselves, referred to as self-stigma, which is associated with a reluctance to seek needed treatment. The challenge to overcome mental illness stigma has led to the development of global anti-stigma initiatives, which effectively engage young people in school-based programs. The present study examines the effectiveness of a single-session anti-stigma intervention with high school youth (n = 254). The findings replicate and extend previous work demonstrating that a brief anti-stigma initiative can produce significant improvements in knowledge, social distance, and self-stigma. Self-stigma was found to be associated with low self-esteem and factors affecting self-disclosure were identified. Implications for school curricula, mental health policy, and future research are discussed. (Contains 1 table.)
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Author(s): |
Swinnen, Aagje |
Source: |
Gerontologist, v53 n1 p113-122 Feb 2013 |
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Dementia; Documentaries; Stereotypes; Self Concept; Films; Audiences; Alzheimers Disease; Fear; Perspective Taking
Abstract:
This article draws attention to the fact that documentaries do not simply reproduce the reality that film and audience share but always present a particular view of this reality. This implies that organizations in Alzheimer care, education, and research that often recommend documentaries to inform people about dementia should take into account that these films might reinforce negative stereotypes inducing fear of dementia. An in-depth analysis of the Dutch short documentary "Mum" (2009), directed by feminist artist Adelheid Roosen, illustrates that the reasoning of the personhood movement in dementia research can be translated into an artistic form. By highlighting instead of veiling its means of production, "Mum" stimulates viewers to imagine people with dementia as other than lost selves.
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