Jayanti Owens
Biographic Data
| ID | 3583550 |
|---|---|
| NAME | Jayanti Owens |
| GIVEN NAMES | Jayanti |
| FAMILY NAME | Owens |
| SIGNATURE | OWENS J |
| AFFILIATIONS | Brown University |
| ORCID | 0000-0002-2859-5400 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 144 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 6 |
Racial-Ethnic Heterogeneity in the Relationship Between an Early Elementary School ADHD Diagnosis and Later Child Well-Being
Attention-deficit/hyperactivity disorder (ADHD) is America’s most common childhood disorder. Although an ADHD diagnosis can bring positives, recent research uncovers potential negatives associated with diagnosis. This study examines understudied racial-ethnic heterogeneity in the relationships between an early elementary school ADHD diagnosis—with or without medication treatment—and children’s future perceived self-competence, teacher-rated schoo…
Seeing Behavior as Black, Brown, or White
Building on social psychological research on individual bias, this article uses the concept of “perceived blameworthiness” to investigate whether Black and Latino boys are perceived by teachers as being more culpable, or “blameworthy,” than White boys for objectively identical, routine classroom misbehavior at school. To isolate teacher bias from true differences in behavior, I use an original video experiment involving 1,339 teachers in 295 U.S.…
Double Jeopardy
Bridging research in social psychology with scholarship on racialized organizations, this article shows how individual bias and organizational demographic composition can operate together to shape the degree of discrimination in schools. To understand Black and Latino boys' higher rates of discipline that persist net of differences in behavior, I combine an original video experiment involving 1,339 teachers in 295 U.S. schools with organizational…
Glass Floors and Glass Ceilings
A widely assumed but little-tested theory of employment interviewing suggests that female job applicants will be evaluated more favorably when they are paired with female versus male interviewers. To capitalize on this hypothesized affinity, a number of organizations have begun explicitly pairing female job applicants with female interviewers, in hopes of increasing the representation of women among new hires. However, whether this practice actua…
Parental intervention in school, academic pressure, and childhood diagnoses of ADHD
Unpacking the Drivers of Racial Disparities in School Suspension and Expulsion
School suspension and expulsion are important forms of punishment that disproportionately affect Black students, with long-term consequences for educational attainment and other indicators of wellbeing. Prior research identifies three mechanisms that help account for racial disparities in suspension and expulsion: between-school sorting, differences in student behaviors, and differences in the treatment and support of students with similar behavi…
Relationships between an ADHD Diagnosis and Future School Behaviors among Children with Mild Behavioral Problems
Attention-deficit/hyperactivity disorder (ADHD) is the most common behavioral disorder among U.S. children. ADHD diagnoses have risen among children with both severe and mild behavioral problems, partly in response to mounting academic pressure. This study examines the consequences of ADHD diagnosis. Diagnosis can bring beneficial pharmacological treatment and social supports, but it can also trigger negative social and psychological processes, a…
Social Class, Diagnosis of Attention-Deficit/Hyperactivity Disorder, and Child Well-Being
Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed mental health disorder among U.S. children. Diagnosis can bring positives, like proper treatment, extra testing time, and social support, but may also trigger negatives, like stigmatization. Although rates of diagnosis are high across socioeconomic status (SES) groups, the balance of positive and negative consequences of diagnosis may differ by SES. In high-SES communi…
Social Class, Diagnoses of Attention-Deficit/Hyperactivity Disorder, and Child Well-Being
Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed mental health disorder among U.S. children. Diagnosis can bring positives, like proper treatment, extra testing time, and social support, but may also trigger negatives, like stigmatization. Although rates of diagnosis are high across socioeconomic status (SES) groups, the balance of positive and negative consequences of diagnosis may differ by SES. In high-SES communi…
Attention-Deficit/Hyperactivity Disorder Severity, Diagnosis, & Later Academic Achievement In a National Sample
Early Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States
Why do men in the United States today complete less schooling than women? One reason may be gender differences in early self-regulation and prosocial behaviors. Scholars have found that boys' early behavioral disadvantage predicts their lower average academic achievement during elementary school. In this study, I examine longer-term effects: Do these early behavioral differences predict boys' lower rates of high school graduation, college enrollm…
Mediators of stereotype threat among black college students
We hypothesize that the manner in which stereotype threat affects college grade achievement is mediated by institutional context as well as individual characteristics. Drawing on a sample of black students from the National Longitudinal Survey of Freshmen we find weak and inconsistent evidence that institutional characteristics influence the operation of stereotype threat. We find more consistent evidence to indicate that the effect of stereotype…
Black and Hispanic Immigrants' Resilience against Negative-ability Racial Stereotypes at Selective Colleges and Universities in the United States
Stereotype threat is a widely supported theory for understanding the racial achievement gap in college grade performance. However, today's minority college students are increasingly of immigrant origins, and it is unclear whether two dispositional mechanisms that may increase susceptibility to stereotype threat are applicable to immigrants. We use survey data to examine whether and how negative-ability stereotypes affect the grades of 1,865 first…
Stereotype threat and college academic performance
Foreign Students, Immigrants, Domestic Minorities and Admission to Texas' Selective Flagship Universities Before and After the Ban on Affirmative Action
A growing body of research examines the effects of state affirmative action bans on domestic minority students' application and admission rates. This study expands previous research, considering how Texas's implementation of a race-neutral percent plan influenced admission opportunities for two understudied groups: foreign students and in-state Black and Hispanic immigrants. Using a census of all applicants to Texas's flagship universities-Univer…
Double Jeopardy
Bridging research in social psychology with scholarship on racialized organizations, this article shows how individual bias and organizational demographic composition can operate together to shape the degree of discrimination in schools. To understand Black and Latino boys' higher rates of discipline that persist net of differences in behavior, I combine an original video experiment involving 1,339 teachers in 295 U.S. schools with organizational…
Early Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States
Why do men in the United States today complete less schooling than women? One reason may be gender differences in early self-regulation and prosocial behaviors. Scholars have found that boys' early behavioral disadvantage predicts their lower average academic achievement during elementary school. In this study, I examine longer-term effects: Do these early behavioral differences predict boys' lower rates of high school graduation, college enrollm…
Black and Hispanic Immigrants' Resilience against Negative-ability Racial Stereotypes at Selective Colleges and Universities in the United States
Stereotype threat is a widely supported theory for understanding the racial achievement gap in college grade performance. However, today's minority college students are increasingly of immigrant origins, and it is unclear whether two dispositional mechanisms that may increase susceptibility to stereotype threat are applicable to immigrants. We use survey data to examine whether and how negative-ability stereotypes affect the grades of 1,865 first…
Stereotype threat and college academic performance
Attention-Deficit/Hyperactivity Disorder Severity, Diagnosis, & Later Academic Achievement In a National Sample
Mediators of stereotype threat among black college students
We hypothesize that the manner in which stereotype threat affects college grade achievement is mediated by institutional context as well as individual characteristics. Drawing on a sample of black students from the National Longitudinal Survey of Freshmen we find weak and inconsistent evidence that institutional characteristics influence the operation of stereotype threat. We find more consistent evidence to indicate that the effect of stereotype…
Social Class, Diagnoses of Attention-Deficit/Hyperactivity Disorder, and Child Well-Being
Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed mental health disorder among U.S. children. Diagnosis can bring positives, like proper treatment, extra testing time, and social support, but may also trigger negatives, like stigmatization. Although rates of diagnosis are high across socioeconomic status (SES) groups, the balance of positive and negative consequences of diagnosis may differ by SES. In high-SES communi…
Parental intervention in school, academic pressure, and childhood diagnoses of ADHD
Seeing Behavior as Black, Brown, or White
Building on social psychological research on individual bias, this article uses the concept of “perceived blameworthiness” to investigate whether Black and Latino boys are perceived by teachers as being more culpable, or “blameworthy,” than White boys for objectively identical, routine classroom misbehavior at school. To isolate teacher bias from true differences in behavior, I use an original video experiment involving 1,339 teachers in 295 U.S.…
Relationships between an ADHD Diagnosis and Future School Behaviors among Children with Mild Behavioral Problems
Attention-deficit/hyperactivity disorder (ADHD) is the most common behavioral disorder among U.S. children. ADHD diagnoses have risen among children with both severe and mild behavioral problems, partly in response to mounting academic pressure. This study examines the consequences of ADHD diagnosis. Diagnosis can bring beneficial pharmacological treatment and social supports, but it can also trigger negative social and psychological processes, a…
Foreign Students, Immigrants, Domestic Minorities and Admission to Texas' Selective Flagship Universities Before and After the Ban on Affirmative Action
A growing body of research examines the effects of state affirmative action bans on domestic minority students' application and admission rates. This study expands previous research, considering how Texas's implementation of a race-neutral percent plan influenced admission opportunities for two understudied groups: foreign students and in-state Black and Hispanic immigrants. Using a census of all applicants to Texas's flagship universities-Univer…
Stereotype threat and college academic performance
Black and Hispanic Immigrants' Resilience against Negative-ability Racial Stereotypes at Selective Colleges and Universities in the United States
Stereotype threat is a widely supported theory for understanding the racial achievement gap in college grade performance. However, today's minority college students are increasingly of immigrant origins, and it is unclear whether two dispositional mechanisms that may increase susceptibility to stereotype threat are applicable to immigrants. We use survey data to examine whether and how negative-ability stereotypes affect the grades of 1,865 first…
Mediators of stereotype threat among black college students
We hypothesize that the manner in which stereotype threat affects college grade achievement is mediated by institutional context as well as individual characteristics. Drawing on a sample of black students from the National Longitudinal Survey of Freshmen we find weak and inconsistent evidence that institutional characteristics influence the operation of stereotype threat. We find more consistent evidence to indicate that the effect of stereotype…
Early Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States
Why do men in the United States today complete less schooling than women? One reason may be gender differences in early self-regulation and prosocial behaviors. Scholars have found that boys' early behavioral disadvantage predicts their lower average academic achievement during elementary school. In this study, I examine longer-term effects: Do these early behavioral differences predict boys' lower rates of high school graduation, college enrollm…
Attention-Deficit/Hyperactivity Disorder Severity, Diagnosis, & Later Academic Achievement In a National Sample
Unpacking the Drivers of Racial Disparities in School Suspension and Expulsion
School suspension and expulsion are important forms of punishment that disproportionately affect Black students, with long-term consequences for educational attainment and other indicators of wellbeing. Prior research identifies three mechanisms that help account for racial disparities in suspension and expulsion: between-school sorting, differences in student behaviors, and differences in the treatment and support of students with similar behavi…
Relationships between an ADHD Diagnosis and Future School Behaviors among Children with Mild Behavioral Problems
Attention-deficit/hyperactivity disorder (ADHD) is the most common behavioral disorder among U.S. children. ADHD diagnoses have risen among children with both severe and mild behavioral problems, partly in response to mounting academic pressure. This study examines the consequences of ADHD diagnosis. Diagnosis can bring beneficial pharmacological treatment and social supports, but it can also trigger negative social and psychological processes, a…
Social Class, Diagnosis of Attention-Deficit/Hyperactivity Disorder, and Child Well-Being
Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed mental health disorder among U.S. children. Diagnosis can bring positives, like proper treatment, extra testing time, and social support, but may also trigger negatives, like stigmatization. Although rates of diagnosis are high across socioeconomic status (SES) groups, the balance of positive and negative consequences of diagnosis may differ by SES. In high-SES communi…
Social Class, Diagnoses of Attention-Deficit/Hyperactivity Disorder, and Child Well-Being
Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed mental health disorder among U.S. children. Diagnosis can bring positives, like proper treatment, extra testing time, and social support, but may also trigger negatives, like stigmatization. Although rates of diagnosis are high across socioeconomic status (SES) groups, the balance of positive and negative consequences of diagnosis may differ by SES. In high-SES communi…
Glass Floors and Glass Ceilings
A widely assumed but little-tested theory of employment interviewing suggests that female job applicants will be evaluated more favorably when they are paired with female versus male interviewers. To capitalize on this hypothesized affinity, a number of organizations have begun explicitly pairing female job applicants with female interviewers, in hopes of increasing the representation of women among new hires. However, whether this practice actua…
Parental intervention in school, academic pressure, and childhood diagnoses of ADHD
Double Jeopardy
Bridging research in social psychology with scholarship on racialized organizations, this article shows how individual bias and organizational demographic composition can operate together to shape the degree of discrimination in schools. To understand Black and Latino boys' higher rates of discipline that persist net of differences in behavior, I combine an original video experiment involving 1,339 teachers in 295 U.S. schools with organizational…
Seeing Behavior as Black, Brown, or White
Building on social psychological research on individual bias, this article uses the concept of “perceived blameworthiness” to investigate whether Black and Latino boys are perceived by teachers as being more culpable, or “blameworthy,” than White boys for objectively identical, routine classroom misbehavior at school. To isolate teacher bias from true differences in behavior, I use an original video experiment involving 1,339 teachers in 295 U.S.…
Racial-Ethnic Heterogeneity in the Relationship Between an Early Elementary School ADHD Diagnosis and Later Child Well-Being
Attention-deficit/hyperactivity disorder (ADHD) is America’s most common childhood disorder. Although an ADHD diagnosis can bring positives, recent research uncovers potential negatives associated with diagnosis. This study examines understudied racial-ethnic heterogeneity in the relationships between an early elementary school ADHD diagnosis—with or without medication treatment—and children’s future perceived self-competence, teacher-rated schoo…
Psychology (15 works) · Developmental psychology (10 works) · Social Psychology (7 works) · Academic achievement (6 works) · Attention Deficit Hyperactivity Disorder (6 works) · Child and Adolescent Psychosocial and Emotional Development (6 works) · Clinical Psychology (6 works) · Medicine (6 works) · Sociology (6 works) · Cohort (5 works)