Advances in stereotype threat research on African Americans: continuing challenges to the validity of its role in the achievement gap

Student–faculty interactions and psychosociocultural influences as predictors of engagement among Black college students.

“…Whaley (2018) encouraged administrators and staff to concentrate on concrete measures to improve Black students’ experiences at PWIs, for example, the implementation of more comprehensive and systemic initiatives to address the hostile campus climate experienced by Black students (Rankin & Reason, 2005). Additionally, Whaley advocated for hiring culturally attuned faculty of color as well as using cultural competence training for all faculty to improve the educational experiences of Black students at PWIs.…”

“…Thus, incorporating the influence of this milieu on Black learners can offer valuable insights for both assessing and improving their engagement. Failure to explore how sociocultural variables intersect with students' engagement can contribute to the marginalization of Black learners at PWIs and often leaves stakeholders with deficit-oriented explanations for the persistent racial gaps found within higher education (Whaley, 2018). To date, much of the available work on Black students' engagement does not examine the effects of the psychosociocultural environment of PWIs on their involvement.…”

A Critical Analysis of Media Discourse on Affirmative Action and Asian Americans

“…Scholars have provided evidence that bias permeates the process of constructing and utilizing test instruments and disadvantages communities of color (Jencks, ). Researchers have also generated a plethora of evidence that stereotypes of people of color as academically deficient cause spotlight anxiety, or fear of confirming these stereotypes when taking tests (Whaley, ). Finally, more well‐resourced communities have greater access to resources, rigorous curricula, and test preparation programs, which are linked to improved test performance and achievement (Lareau, ; Li & Xiong, ).…”

Demonstrating the Efficacy of the Health Sciences and Technology Academy: Using Archival Standardized Test Scores to Analyze an OST College-Preparatory Program for Underserved Youth

“…To secure bright futures for African American and all underrepresented students, we must, as individuals and collectively, focus on minimizing the impact of obstacles on their academic and social achievement by providing interventions to improve their educational experiences (Whaley, 2017). One important mechanism for helping these students reach their potential is out-of-school-time (OST) programming, which provides academic and/or social enrichment outside the day-to-day classroom.…”