001416567 001__ 1416567
001416567 005__ 20230306081756.0
001416567 02470 $$2Handle$$ahttp://hdl.handle.net/20.500.12419/449
001416567 037__ $$aIR
001416567 245__ $$aThe Effect of Status Framing on Student Interest and Recall Reading Minority Figures
001416567 269__ $$a2013
001416567 336__ $$aThesis
001416567 520__ $$aThis study examined the effects of framing on participant interest and retention of
diversity-related material. In this study, 204 students from undergraduate psychology courses
across two universities read a vignette about Kenneth and Mamie Clark. The vignette was
presented in the context of one of four frames that either highlighted or did not highlight their
minority status and/or their status as leaders in their field. After reading the vignette, students
responded to 13 items measuring recall of the material figures and 11 items assessing their
interest in these figures. Participants also responded to the Scale of Ethnocultural Empathy
(SEE), Modern Racism Scale (MRS), and Color-Blind Racial Attitudes Scale (CoBRAS). The
data found in the present study provided varying levels of support for the hypotheses. The effects
were stronger for Illinois participants, which may be due to the larger sample size collected
and/or the greater diversity of the school population. These results bring to light an interesting
potential area of future research that could eventually impact school curricula. It is possible that a
better understanding of effective methods for engaging students in discussions of diversity may
be around the corner. Participant race, gender, location, and major all had varying degrees of an
effect on the results, indicating that, like many other topics in psychology, understanding how
people react to diversity discussions is not simply black and white.
001416567 6531_ $$aresearch topic: social sciences:psychology
001416567 6531_ $$aresearch topic: psychology:applied psychology
001416567 6531_ $$aframing
001416567 7001_ $$aSteltenpohl, Crystal N.$$uUniversity of Southern Indiana
001416567 8564_ $$yThesis$$97252f29d-78fd-4c17-8a7d-06bf1df151ca$$s4583687$$uhttps://library.usi.edu/record/1416567/files/Thesis.pdf
001416567 904__ $$a2020-01-15T16:18:17Z$$baccessioned
001416567 904__ $$a2020-01-15T16:18:17Z$$bavailable
001416567 904__ $$a2020-01-15T16:18:17Z$$bdateFOA
001416567 904__ $$a2013$$bdateFirstOnline
001416567 905__ $$a/collection_14/2/dublin_core.xml
001416567 909CO $$ooai:library.usi.edu:1416567$$pGLOBAL_SET
001416567 980__ $$aTHESIS