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Self-Construal, Culture and Diversity in Higher Education

This volume brings together an outstanding group of social psychologists and teachers in an effort to improve instruction in the field. The result is a delightful reciprocal relationship. -Kenneth D. Keith, University of San Diego

This volume is a richly informative set of essays about key applications of social psychological theory and methods to the art of teaching. It will be of interest to social psychologists interested in the relevance of their field for the classroom-and anyone curious about teaching better. -Joshua Aronson, New York University

Author(s): Hurley, S. P. & Hurley E. A.
Publication: Empirical Research in Teaching and Learning: Contributions from Social Psychology. Mashek & Yost (EDS)
Year: 2011

Areas of Study: , , ,

Examining cultural socialization within African American and European American households

This preliminary study explored the cultural socialization processes of 227 African American and European American parents of elementary schoolchildren. The Cultural Value Socialization Scales were used.

Author(s): Tyler, K.M., Dillihunt, M.L., Boykin, A.W., Coleman, S.T., Scott, D.M., Tyler, C & Hurley, E.A
Publication: Cultural Diversity and Ethnic Minority Psychology 14(3), 201-204.
Year: 2008

Areas of Study: , ,

Cultural values in the home and school experiences of low-income African-American students

Students and their parents expressed significantly stronger preferences for communal and vervistic activities at home and at school than for individualistic and competitive activities. Perceived teacher classroom preferences, however, were significantly higher for individualistic and competitive activities.

Author(s): Tyler, K. M., Boykin, A.W., Miller, O. A. & Hurley, E. A.
Publication: Social Psychology of Education 9 (4), 363-380
Year: 2006

Areas of Study: , ,

Cultural expression and Black Students attitudes toward high achievers

Assessed Black childrens’ academic attitudes toward four high achieving students. Participants preferred those students who achieve via attitudes and behaviors congruent with African American cultural values. The children also predicted their parents and Black peers would prefer as they did. Suggests that such students may find themselves at odds with classroom demands geared toward learning in the mainstream cultural modes.

Author(s): Sankofa, B. M., Hurley, E. A., Allen, B. A. & Boykin, A.W.
Publication: Journal of Psychology: Interdisciplinary & Applied, Vol. 139(3), pp. 247-259
Year: 2005

Areas of Study: , ,

The impact of learning orientation on African American childrens attitudes toward high achieving peers

Ninety Black children completed a measure of attitudes to- ward students who achieve via mainstream or African American cultural values. Participants rejected the mainstream achievers and embraced the Afro-cultural achievers. Moreover, they expected their teachers to embrace the mainstream achievers and reject those who achieved through high-verve behavior.

Author(s): Marryshow, D., Hurley, E. A., Allen, B. A., Tyler, K. M. & Boykin, A.W.
Publication: The American Journal of Psychology. Vol. 118(4), pp. 603-618
Year: 2005

Areas of Study: , ,

Culture-based perceptions of academic achievement among low-income elementary students

Black and White students read scenarios depicting hypothetical classmates achieving success through the cultural themes of individualism, competition, communalism, or verve. African American students were significantly more accepting of communal and vervistic high-achieving peers than European American students. European American students endorsed individualistic and competitive high achievers significantly more than African American students.

Author(s): Boykin, A.W., Albury, A., Tyler, K. M., Hurley, E. A., Bailey, C. T. & Miller, O. A.
Publication: Cultural Diversity and Ethnic Minority Psychology, 11(4) pp. 339-350
Year: 2005

Areas of Study: , ,