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Academic Motivation and the Culture of School in Childhood and
Adolescence$
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Cynthia Hudley and Adele E. Gottfried

Print publication date: 2008

Print ISBN-13: 9780195326819

Published to Oxford Scholarship Online: March 2012

DOI: 10.1093/acprof:oso/9780195326819.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 16 October 2019

Responding to Self-Threats

Responding to Self-Threats

Understanding Stigma in the Academic Domain

Chapter:
(p.165) 8 Responding to Self-Threats
Source:
Academic Motivation and the Culture of School in Childhood and Adolescence
Author(s):

Collette P. Eccleston

Brenda Major

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195326819.003.0008

Membership in a group that is stigmatized in academics, a domain that is of importance in social life, poses a potential threat to an individual's personal and social identity. Stigmatized individuals are assumed to possess characteristics which convey a social identity that is devalued in a specific social context. Within the academic context, many ethnic minority groups and those of low socioeconomic status are stigmatized to have lesser academic ability than of other groups. The focus of this chapter is to discuss how school culture contributes in stigmatizing these students. Coping strategies in response to stigmatization that have implications for motivation and performance and how local cultures can be shaped so that they can be less threatening to the self-integrity of students who belong to academically stigmatized groups are also suggested in this chapter.

Keywords:   social life, social identity, stigmatized individuals, ethnic minority groups, school culture, stigmatization, social context, academic context

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