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dc.contributor.advisorCorey, Elizabeth
dc.contributor.authorNeel, Emily
dc.contributor.otherBaylor University.en_US
dc.date.accessioned2017-05-24T23:52:03Z
dc.date.available2017-05-24T23:52:03Z
dc.date.copyright2017-05-03
dc.date.issued2017-05-24
dc.identifier.urihttp://hdl.handle.net/2104/10006
dc.description.abstractDo black students at a PWI experience college differently than other students? If so, in what ways? How can black students’ experiences be improved? If race creates complexities for Black students at a predominantly White university, what are the mechanisms which affect Black students’ learning outcomes and what measures can be taken to mitigate such complexities? The purpose of this thesis is to answer these questions through a literature review of the role model effect and bias in the classroom as well as personal interviews with five Black students and two Black professors. The “role model effect” offers one way of understanding the importance of student-teacher relationships. Results of student-teacher relationships include better classroom engagement and a stronger sense of self-efficacy which lead to positive learning outcomes. Bias in the classroom includes microaggressions, teacher-student misalignment of assessment of effort, and self-fulfilling prophecies.en_US
dc.language.isoen_USen_US
dc.rightsBaylor University projects are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.en_US
dc.subjectSame-race role model relationshipsen_US
dc.subjectBeing black at a PWIen_US
dc.titleRace, The Role Model Effect, and Bias in the Classroom at a Predominantly White Institutionen_US
dc.typeThesisen_US
dc.rights.accessrightsWorldwide accessen_US
dc.contributor.departmentEntrepreneurship.en_US
dc.contributor.schoolsHonors College.en_US


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