Perceived Academic Competence and Overall Job Evaluations: Students' Evaluations of African American and European American Professors

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Perceived Academic Competence and Overall Job Evaluations: Students' Evaluations of African American and European American Professors

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Title: Perceived Academic Competence and Overall Job Evaluations: Students' Evaluations of African American and European American Professors
Author: Ho, Arnold; Thomsen, Lotte; Sidanius, James

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Citation: Ho, Arnold K., Lotte Thomsen, and Jim Sidanius. 2009. “Perceived Academic Competence and Overall Job Evaluations: Students’ Evaluations of African American and European American Professors.” Journal of Applied Social Psychology 39 (2) (February): 389–406. doi:10.1111/j.1559-1816.2008.00443.x.
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Abstract: Despite the fact that few people appear to endorse negative stereotypes of Blacks, such stereotypes are widely disseminated in our culture. Consequently, such stereotypes can have pervasive consequences on one's impressions of African Americans, even by low-prejudice Whites and by Blacks themselves. Thus, we predicted that student judgments of intellectual competence would be more important when students were making global performance evaluations of Black faculty than of White faculty. Furthermore, to the extent that intellectual competence is more salient in the judgment of Black faculty, such judgments should be essentially the same among Black and White students, and for low- and high-prejudice students. For the most part, analyses of instructor evaluations at a major American university supported these expectations.
Published Version: doi:10.1111/j.1559-1816.2008.00443.x
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33429236
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