Cynthia Hudley
Biographic Data
| ID | 152869 |
|---|---|
| NAME | Cynthia Hudley |
| GIVEN NAMES | Cynthia |
| FAMILY NAME | Hudley |
| SIGNATURE | HUDLEY C |
| AFFILIATIONS | University of California, Santa Barbara |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 159 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 8 |
A Motivational Intervention for African American Boys Labeled as Aggressive
A 12-week, 32-lesson afterschool intervention was conducted with third- to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants ( N = 64) were randomly assigned to an intervention or no-treatment control group. Boys in the inte…
Ethnic and Panethnic Asian American Identities
This article examined the various ethnic identities of Cambodian students, a group often perceived by the larger society through the lens of the model minority stereotype but often endure low expectations from teachers and counselors in their local high schools. Our findings suggested that a Cambodian identity was often considered a stigmatized label and students identified as Cambodian were essentialized into the discourse of urban low achieving…
Sources of Coherence in the Life Stories of Cambodian American Women at the University
This article uses a life story framework (Linde, 1993 Linde, C. 1993. Life stories: The creation of coherence, New York, NY: Oxford University Press. [Google Scholar]) to examine the educational experiences of Cambodian American women college students. The literature suggests that Cambodian American female students experience particular educational challenges related to the gendered expectations of their cultural group. Two main themes emerged fr…
The Multiple Worlds of Successful Cambodian American Students
Educational policy usually overlooks Cambodian American students as a unique ethnic group, attending instead to the positive statistics that aggregate Asian American students into a single group of successful students. Through ethnographic interviews, this article examines how successful Cambodian American students interpreted values from their multiple worlds in relation to their paths into the university and provides insight into the academical…
Asian American Ethnic Options
Research suggests that Cambodian students often endure conflicting ethnic stereotypes from larger society and their school and communities. We examine the ways in which Cambodian youth negotiated their ethnic identities in response to these stereotypes and argue that Cambodian students adopted, rejected, and affirmed certain ethnic identities in relation to perceived advantages associated with different labels across varying school contexts. [Asi…
Roles of gender, race, and SES in the college choice process among first-generation and nonfirst-generation students
The authors examined students’ reports of their college choice process to understand the influence of a set of psychological, personal, and institutional factors. The authors also examined potential moderating influences of generational status, gender, race, and SES on our variables of interest. A diverse sample of college freshmen (N 1,339), including 42% who were the first in their families to attend college, responded to a self-reporting, Web-…
Cultural Identification and Academic Achievement Among African American Males
Although most African Americans are aware of the importance of education, many still continue to suffer from poor school achievement. School failure, high rates of educational dropout, low college enrollment, over-representation in special education classes, and low standardized test scores reflect a pervasive problem of educational underachievement among African Americans. Our work with African American males reveals a positive relationship betw…
This Issue
Environmental Influences, the Developing Brain, and Aggressive Behavior
In this article the authors review research on highly stressful environments that are known to support the development and display of aggressive behavior in childhood, adolescence, and beyond. They also examine some of the mechanisms through which such stressful environments may influence adolescents' aggressive behavior. The review concentrates on adolescents' understanding of the social behavior of others and possible changes in the neurobiolog…
Ethnic and Racial Identity and Adolescent Well-Being
Identity is a major developmental task for adolescents, and the development of ethnic identity is a unique and significant developmental task for many adolescents. This article reviews theoretical and empirical literature that informs our understanding of the development of a positive ethnic identity, and the consequences for adolescent mental health. The review includes research on both psychological and behavioral outcomes for adolescents; the …
Race, Ethnicity, and Culture in Child Development
The editors of this special issue reflect on the current status and future directions of research on race, ethnicity, and culture in child development. Research in the special issue disentangles race, ethnicity, culture, and immigrant status, and identifies mediators of sociocultural variables on developmental outcomes. The special issue includes important research on normal development in context for ethnic and racial minority children, addresse…
Cultural Mistrust, Academic Outcome Expectations, and Outcome Values among African American Adolescent Men
This study measured the relationship between outcome expectations, outcome value, and cultural mistrust among African American male high school students (N = 75) attending an urban, Southern California school. We hypothesized that a negative perception of the dominant culture would negatively affect academic outcome expectations and academic achievement values. The results indicated, as hypothesized, a significant inverse relationship between cul…
The Black Studies Reader
Stereotypes of Achievement Striving Among Early Adolescents
Exploring achievement values among ethnic minority early adolescents.
Two studies examined middle school students' achievement values by using peer nomination procedures. Nominations of peers whom participants admired, respected, and wanted to be like were summed to create a values index. Respondents also nominated peers who fit 6 behavioral descriptions including effort versus disengagement and being socially responsible versus deviant. Study 1 participants were African American and Study 2 participants were ethni…
Supporting Achievement Beliefs Among Ethnic Minority Adolescents
We investigated a group counseling class and a remedial math class in a junior high school. Measures of adolescents' (N = 47) perceived competence and intrinsic motivation combined with teacher interviews comprised the data sources. Using a social-cognitive framework, the analyses identified program characteristics and teacher beliefs and practices in each classroom that supported perceived competence and intrinsic motivation among adolescents. D…
Teacher Practices and Student Motivation in a Middle School Program for African American Males
An instructional program emphasizing African American history and culture was examined to determine the classroom experiences that were present as well as the program's impact on achievement motivation. Ethnic minority middle school students (N = 18) and their teacher participated. Data included a semi structured teacher interview and student measures of self-perceptions of competence and intrinsic motivation. Students displayed average levels of…
Assessing the Impact of Separate Schooling for African American Male Adolescents
An instructional program designed specifically for African American male adolescents was examined to determine its impact on participating students' school adjustment and achievement. Participants in the study were 20 African American male students (Grades 6 through 8) who attended a specialized, self-contained program located on a middle school campus and a matched group of 20 students who remained in the mainstream academic setting. Self-report…
Attributions of aggressive and nonagressive African-American male early adolescents
This study proposed that aggressive and nonaggressive children might differ in the readiness with which biased causal beliefs are accessed from memory and used as guides to interpersonal judgment. Aggressive and nonaggressive African-American male early adolescents were randomly assigned to a condition that primed the perception of negative outcomes as intentionally caused or unintentionally caused or to a no-priming control condition. Participan…
Attributional and emotional determinants of aggression among African-American and Latino young adolescents
Attribution theorists propose that negative actions of others perceived as intended elicit anger, and anger then functions as a motivator of hostile behavior. We examined the understanding of these attribution-affect-action linkages among young ethnic minority adolescents. Forty-four Latino and African-American middle-school children labeled as aggressive and a matched group of nonaggressives read causally ambiguous scenarios describing negative …
Ethnic and Racial Identity and Adolescent Well-Being
Identity is a major developmental task for adolescents, and the development of ethnic identity is a unique and significant developmental task for many adolescents. This article reviews theoretical and empirical literature that informs our understanding of the development of a positive ethnic identity, and the consequences for adolescent mental health. The review includes research on both psychological and behavioral outcomes for adolescents; the …
Attributional and emotional determinants of aggression among African-American and Latino young adolescents
Attribution theorists propose that negative actions of others perceived as intended elicit anger, and anger then functions as a motivator of hostile behavior. We examined the understanding of these attribution-affect-action linkages among young ethnic minority adolescents. Forty-four Latino and African-American middle-school children labeled as aggressive and a matched group of nonaggressives read causally ambiguous scenarios describing negative …
Cultural Identification and Academic Achievement Among African American Males
Although most African Americans are aware of the importance of education, many still continue to suffer from poor school achievement. School failure, high rates of educational dropout, low college enrollment, over-representation in special education classes, and low standardized test scores reflect a pervasive problem of educational underachievement among African Americans. Our work with African American males reveals a positive relationship betw…
Attributions of aggressive and nonagressive African-American male early adolescents
This study proposed that aggressive and nonaggressive children might differ in the readiness with which biased causal beliefs are accessed from memory and used as guides to interpersonal judgment. Aggressive and nonaggressive African-American male early adolescents were randomly assigned to a condition that primed the perception of negative outcomes as intentionally caused or unintentionally caused or to a no-priming control condition. Participan…
Stereotypes of Achievement Striving Among Early Adolescents
Roles of gender, race, and SES in the college choice process among first-generation and nonfirst-generation students
The authors examined students’ reports of their college choice process to understand the influence of a set of psychological, personal, and institutional factors. The authors also examined potential moderating influences of generational status, gender, race, and SES on our variables of interest. A diverse sample of college freshmen (N 1,339), including 42% who were the first in their families to attend college, responded to a self-reporting, Web-…
The Multiple Worlds of Successful Cambodian American Students
Educational policy usually overlooks Cambodian American students as a unique ethnic group, attending instead to the positive statistics that aggregate Asian American students into a single group of successful students. Through ethnographic interviews, this article examines how successful Cambodian American students interpreted values from their multiple worlds in relation to their paths into the university and provides insight into the academical…
Assessing the Impact of Separate Schooling for African American Male Adolescents
An instructional program designed specifically for African American male adolescents was examined to determine its impact on participating students' school adjustment and achievement. Participants in the study were 20 African American male students (Grades 6 through 8) who attended a specialized, self-contained program located on a middle school campus and a matched group of 20 students who remained in the mainstream academic setting. Self-report…
Asian American Ethnic Options
Research suggests that Cambodian students often endure conflicting ethnic stereotypes from larger society and their school and communities. We examine the ways in which Cambodian youth negotiated their ethnic identities in response to these stereotypes and argue that Cambodian students adopted, rejected, and affirmed certain ethnic identities in relation to perceived advantages associated with different labels across varying school contexts. [Asi…
Cultural Mistrust, Academic Outcome Expectations, and Outcome Values among African American Adolescent Men
This study measured the relationship between outcome expectations, outcome value, and cultural mistrust among African American male high school students (N = 75) attending an urban, Southern California school. We hypothesized that a negative perception of the dominant culture would negatively affect academic outcome expectations and academic achievement values. The results indicated, as hypothesized, a significant inverse relationship between cul…
Ethnic and Panethnic Asian American Identities
This article examined the various ethnic identities of Cambodian students, a group often perceived by the larger society through the lens of the model minority stereotype but often endure low expectations from teachers and counselors in their local high schools. Our findings suggested that a Cambodian identity was often considered a stigmatized label and students identified as Cambodian were essentialized into the discourse of urban low achieving…
Supporting Achievement Beliefs Among Ethnic Minority Adolescents
We investigated a group counseling class and a remedial math class in a junior high school. Measures of adolescents' (N = 47) perceived competence and intrinsic motivation combined with teacher interviews comprised the data sources. Using a social-cognitive framework, the analyses identified program characteristics and teacher beliefs and practices in each classroom that supported perceived competence and intrinsic motivation among adolescents. D…
A Motivational Intervention for African American Boys Labeled as Aggressive
A 12-week, 32-lesson afterschool intervention was conducted with third- to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants ( N = 64) were randomly assigned to an intervention or no-treatment control group. Boys in the inte…
Teacher Practices and Student Motivation in a Middle School Program for African American Males
An instructional program emphasizing African American history and culture was examined to determine the classroom experiences that were present as well as the program's impact on achievement motivation. Ethnic minority middle school students (N = 18) and their teacher participated. Data included a semi structured teacher interview and student measures of self-perceptions of competence and intrinsic motivation. Students displayed average levels of…
Attributional and emotional determinants of aggression among African-American and Latino young adolescents
Attribution theorists propose that negative actions of others perceived as intended elicit anger, and anger then functions as a motivator of hostile behavior. We examined the understanding of these attribution-affect-action linkages among young ethnic minority adolescents. Forty-four Latino and African-American middle-school children labeled as aggressive and a matched group of nonaggressives read causally ambiguous scenarios describing negative …
Attributions of aggressive and nonagressive African-American male early adolescents
This study proposed that aggressive and nonaggressive children might differ in the readiness with which biased causal beliefs are accessed from memory and used as guides to interpersonal judgment. Aggressive and nonaggressive African-American male early adolescents were randomly assigned to a condition that primed the perception of negative outcomes as intentionally caused or unintentionally caused or to a no-priming control condition. Participan…
Assessing the Impact of Separate Schooling for African American Male Adolescents
An instructional program designed specifically for African American male adolescents was examined to determine its impact on participating students' school adjustment and achievement. Participants in the study were 20 African American male students (Grades 6 through 8) who attended a specialized, self-contained program located on a middle school campus and a matched group of 20 students who remained in the mainstream academic setting. Self-report…
Supporting Achievement Beliefs Among Ethnic Minority Adolescents
We investigated a group counseling class and a remedial math class in a junior high school. Measures of adolescents' (N = 47) perceived competence and intrinsic motivation combined with teacher interviews comprised the data sources. Using a social-cognitive framework, the analyses identified program characteristics and teacher beliefs and practices in each classroom that supported perceived competence and intrinsic motivation among adolescents. D…
Teacher Practices and Student Motivation in a Middle School Program for African American Males
An instructional program emphasizing African American history and culture was examined to determine the classroom experiences that were present as well as the program's impact on achievement motivation. Ethnic minority middle school students (N = 18) and their teacher participated. Data included a semi structured teacher interview and student measures of self-perceptions of competence and intrinsic motivation. Students displayed average levels of…
Exploring achievement values among ethnic minority early adolescents.
Two studies examined middle school students' achievement values by using peer nomination procedures. Nominations of peers whom participants admired, respected, and wanted to be like were summed to create a values index. Respondents also nominated peers who fit 6 behavioral descriptions including effort versus disengagement and being socially responsible versus deviant. Study 1 participants were African American and Study 2 participants were ethni…
Stereotypes of Achievement Striving Among Early Adolescents
The Black Studies Reader
Cultural Mistrust, Academic Outcome Expectations, and Outcome Values among African American Adolescent Men
This study measured the relationship between outcome expectations, outcome value, and cultural mistrust among African American male high school students (N = 75) attending an urban, Southern California school. We hypothesized that a negative perception of the dominant culture would negatively affect academic outcome expectations and academic achievement values. The results indicated, as hypothesized, a significant inverse relationship between cul…
Race, Ethnicity, and Culture in Child Development
The editors of this special issue reflect on the current status and future directions of research on race, ethnicity, and culture in child development. Research in the special issue disentangles race, ethnicity, culture, and immigrant status, and identifies mediators of sociocultural variables on developmental outcomes. The special issue includes important research on normal development in context for ethnic and racial minority children, addresse…
This Issue
Environmental Influences, the Developing Brain, and Aggressive Behavior
In this article the authors review research on highly stressful environments that are known to support the development and display of aggressive behavior in childhood, adolescence, and beyond. They also examine some of the mechanisms through which such stressful environments may influence adolescents' aggressive behavior. The review concentrates on adolescents' understanding of the social behavior of others and possible changes in the neurobiolog…
Ethnic and Racial Identity and Adolescent Well-Being
Identity is a major developmental task for adolescents, and the development of ethnic identity is a unique and significant developmental task for many adolescents. This article reviews theoretical and empirical literature that informs our understanding of the development of a positive ethnic identity, and the consequences for adolescent mental health. The review includes research on both psychological and behavioral outcomes for adolescents; the …
Roles of gender, race, and SES in the college choice process among first-generation and nonfirst-generation students
The authors examined students’ reports of their college choice process to understand the influence of a set of psychological, personal, and institutional factors. The authors also examined potential moderating influences of generational status, gender, race, and SES on our variables of interest. A diverse sample of college freshmen (N 1,339), including 42% who were the first in their families to attend college, responded to a self-reporting, Web-…
Cultural Identification and Academic Achievement Among African American Males
Although most African Americans are aware of the importance of education, many still continue to suffer from poor school achievement. School failure, high rates of educational dropout, low college enrollment, over-representation in special education classes, and low standardized test scores reflect a pervasive problem of educational underachievement among African Americans. Our work with African American males reveals a positive relationship betw…
Sources of Coherence in the Life Stories of Cambodian American Women at the University
This article uses a life story framework (Linde, 1993 Linde, C. 1993. Life stories: The creation of coherence, New York, NY: Oxford University Press. [Google Scholar]) to examine the educational experiences of Cambodian American women college students. The literature suggests that Cambodian American female students experience particular educational challenges related to the gendered expectations of their cultural group. Two main themes emerged fr…
The Multiple Worlds of Successful Cambodian American Students
Educational policy usually overlooks Cambodian American students as a unique ethnic group, attending instead to the positive statistics that aggregate Asian American students into a single group of successful students. Through ethnographic interviews, this article examines how successful Cambodian American students interpreted values from their multiple worlds in relation to their paths into the university and provides insight into the academical…
Asian American Ethnic Options
Research suggests that Cambodian students often endure conflicting ethnic stereotypes from larger society and their school and communities. We examine the ways in which Cambodian youth negotiated their ethnic identities in response to these stereotypes and argue that Cambodian students adopted, rejected, and affirmed certain ethnic identities in relation to perceived advantages associated with different labels across varying school contexts. [Asi…
Ethnic and Panethnic Asian American Identities
This article examined the various ethnic identities of Cambodian students, a group often perceived by the larger society through the lens of the model minority stereotype but often endure low expectations from teachers and counselors in their local high schools. Our findings suggested that a Cambodian identity was often considered a stigmatized label and students identified as Cambodian were essentialized into the discourse of urban low achieving…
A Motivational Intervention for African American Boys Labeled as Aggressive
A 12-week, 32-lesson afterschool intervention was conducted with third- to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants ( N = 64) were randomly assigned to an intervention or no-treatment control group. Boys in the inte…
Psychology (19 works) · Sociology (16 works) · Social Psychology (15 works) · Developmental psychology (12 works) · Social Psychology (12 works) · Ethnic group (10 works) · Academic achievement (9 works) · Early Childhood Education and Development (9 works) · Child and Adolescent Psychosocial and Emotional Development (7 works) · Gender Studies (6 works)