The Impact of Stereotype Threat on the Social Self-Efficacy and Academic Performance of Mexican Immigrants

The Impact of Stereotype Threat on the Social Self-Efficacy and Academic Performance of Mexican Immigrants by Jessica Holmes MS, Walden University, 2012 BA, University of Toledo, 2005 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy General Psychology Walden University August 2017 Abstract Mexican immigrants living in the United States face academic challenges as well as being exposed to stereotypes. Additionally, Mexican immigrants tend to report lower self-efficacy compared to their American counterparts. This quantitative study aimed to fill a gap in the literature by examining the impact that stereotype threat (STT) has on Mexican immigrants’ academic performance and social self-efficacy using a two-way between subjects design. Self-efficacy theory and stereotype threat theory provided theMexican immigrants living in the United States face academic challenges as well as being exposed to stereotypes. Additionally, Mexican immigrants tend to report lower self-efficacy compared to their American counterparts. This quantitative study aimed to fill a gap in the literature by examining the impact that stereotype threat (STT) has on Mexican immigrants’ academic performance and social self-efficacy using a two-way between subjects design. Self-efficacy theory and stereotype threat theory provided the theoretical foundation for the study. Caucasian and Mexican immigrants were randomly assigned to one of two groupsa group exposed to STT (Caucasian n = 94, Mexican immigrant n = 10) or a group who was not exposed to STT (Caucasian n = 155, Mexican immigrant n = 21) for a total of N = 280. All participants were given quantitative analysis questions, analytical reasoning questions, and a social self-efficacy questionnaire. Results showed that Mexican immigrants in the stereotype threat group and Mexican immigrants in the no threat group underperformed on the quantitative analysis and analytical reasoning measures compared to Caucasians in both of those groups. Mexican immigrants in the stereotype threat group and the no threat group also reported lower social self-efficacy scores compared to Caucasians. This research highlighted the importance of the impact stereotypes may have on academic performance and social selfefficacy, especially among immigrants. The implications for social change include insight for Mexican immigrants about the types of challenges they may encounter upon moving to the United States. Additionally, this research could extend the conversation about the various negative effects that stereotypes may have on immigrants’ lives. The Impact of Stereotype Threat on the Social Self-Efficacy and Academic Performance of Mexican Immigrants by Jessica Holmes MS, Walden University, 2012 BA, University of Toledo, 2005 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy General Psychology Walden University August 2017 Dedication This research is dedicated to my family, especially my husband. He has always been positive and willing to do anything to support my journey throughout graduate school. I could not have finished without his love and support. I would also like to dedicate this research to my children, although they are too young now to realize what this journey has been like. I hope they persevere and reach their dreams. Acknowledgments I would like to thank my chair, Dr. Brandon Cosley, for taking a chance with me as his first dissertation student. You are an excellent mentor and offered invaluable advice. Without your guidance, there is no doubt my journey would have been more arduous. I would also like to thank Brandon Holmes, my husband. He has provided indescribable support and love. We both know I could not have done this without him in my corner.