In this study, I examined the effect of stereotype threat on the math task performance among Black undergraduate women (N = 103). Similar to Davis et al. (2006), I explored if racial identity beliefs moderated test performance in the face of stereotype threat. Although there is growing research on stereotype threat, few stereotype threat studies…

The purpose of this study was to use a comprehensive framework to examine academic, psychosocial, noncognitive, and other background factors that are related to retention at a large, public four-year institution in the southeastern United States. Specifically, the study examined what factors are most important in predicting first-to-second year…

Written at a time when the number of students taking standardized tests in U.S. public schools is at an all-time high, this dissertation presents and analyzes the contribution of standardized testing to intellectual identity formation as portrayed within the oral histories of four adults from the post-"A Nation at Risk" (1983) and…