Linda F Wightman
Biographic Data
| ID | 4127262 |
|---|---|
| NAME | Linda F Wightman |
| GIVEN NAMES | Linda F |
| FAMILY NAME | Wightman |
| SIGNATURE | WIGHTMAN L F |
| AFFILIATIONS | University of North Carolina at Greensboro |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 4 |
Examining the Relationship Among Self-Reported Assertiveness, Perceived Discrimination, and College Environment in a National Sample of Black Women Law Students
The purpose of our study was to examine college environment, defined as whether law students entered law school from a historically Black college or university or a traditionally White institution, as a moderator of the relationship between gender discrimination and assertiveness. Using a national sample of 402 incoming Black women law students and multiple-group confirmatory factor analysis (CFA) with covariates, the authors also tested whether …
An item factor analysis and item response theory-based revision of the Everyday Discrimination Scale
The Everyday Discrimination Scale (EDS), a widely used measure of daily perceived discrimination, is purported to be unidimensional, to function well among African Americans, and to have adequate construct validity. Two separate studies and data sources were used to examine and cross-validate the psychometric properties of the EDS. In Study 1, an exploratory factor analysis was conducted on a sample of African American law students (N = 589), pro…
The Effects of Educational Diversity in a National Sample of Law Students: Fitting Multilevel Latent Variable Models in Data With Categorical Indicators
Controversy surrounding the use of race-conscious admissions can be partially resolved with improved empirical knowledge of the effects of racial diversity in educational settings. We use a national sample of law students nested in 64 law schools to test the complex and largely untested theory regarding the effects of educational diversity on student outcomes. Social scientists who study these outcomes frequently encounter both latent variables a…
It matters how and when you ask: Self-reported race/ethnicity of incoming law students
The high-stakes nature of law school testing and admissions puts a premium on the student data presented to admissions committees, such as essays, academic and work history, and student background characteristics including race/ethnicity. 4,472 law school-bound students self-identified their race/ethnicity using (a) a mutually exclusive "choose one" format during registration for the law school admissions test, and (b) an elaborated "check-all-th…
Does diversity at undergraduate institutions influence student outcomes
Using two separate samples, this study establishes and replicates a model of the influence of two types of educational diversity on student outcomes. Study 1, using survey data regarding undergraduate experiences from a volunteer sample of 1,963 incoming law students, confirms measurement models for diversity and outcome constructs and tests models predicting student outcomes from Classroom Diversity and Contact Diversity. Study 2 utilizes data f…
Everyday discrimination in a national sample of incoming law students
Everyday discrimination experiences are associated with negative mental and physical health, less positive cross-racial counseling relationships, and alienation in educational environments for underrepresented racial and ethnic groups. This report describes the prevalence and experiential and attitudinal correlates of self-reported everyday discrimination in a national sample of over 8,000 incoming students from 64 U.S. ABA-accredited law schools…
The role of standardized admission tests in the debate about merit, academic standards, and affirmative action
The role of standardized admission tests in the debate about merit, academic standards, and affirmative action
This article examines two issues in the debate about affirmative action in higher education admission—merit and academic standards—from the perspective of the role of standardized testing in both fueling and informing that debate. The discussion includes summaries of selected affirmative action litigation cases in which test scores were central to the complaint and/or the defense, an evaluation of test-score use in the admission process, and a pr…
An item factor analysis and item response theory-based revision of the Everyday Discrimination Scale
The Everyday Discrimination Scale (EDS), a widely used measure of daily perceived discrimination, is purported to be unidimensional, to function well among African Americans, and to have adequate construct validity. Two separate studies and data sources were used to examine and cross-validate the psychometric properties of the EDS. In Study 1, an exploratory factor analysis was conducted on a sample of African American law students (N = 589), pro…
Does diversity at undergraduate institutions influence student outcomes
Using two separate samples, this study establishes and replicates a model of the influence of two types of educational diversity on student outcomes. Study 1, using survey data regarding undergraduate experiences from a volunteer sample of 1,963 incoming law students, confirms measurement models for diversity and outcome constructs and tests models predicting student outcomes from Classroom Diversity and Contact Diversity. Study 2 utilizes data f…
Everyday discrimination in a national sample of incoming law students
Everyday discrimination experiences are associated with negative mental and physical health, less positive cross-racial counseling relationships, and alienation in educational environments for underrepresented racial and ethnic groups. This report describes the prevalence and experiential and attitudinal correlates of self-reported everyday discrimination in a national sample of over 8,000 incoming students from 64 U.S. ABA-accredited law schools…
It matters how and when you ask: Self-reported race/ethnicity of incoming law students
The high-stakes nature of law school testing and admissions puts a premium on the student data presented to admissions committees, such as essays, academic and work history, and student background characteristics including race/ethnicity. 4,472 law school-bound students self-identified their race/ethnicity using (a) a mutually exclusive "choose one" format during registration for the law school admissions test, and (b) an elaborated "check-all-th…
Examining the Relationship Among Self-Reported Assertiveness, Perceived Discrimination, and College Environment in a National Sample of Black Women Law Students
The purpose of our study was to examine college environment, defined as whether law students entered law school from a historically Black college or university or a traditionally White institution, as a moderator of the relationship between gender discrimination and assertiveness. Using a national sample of 402 incoming Black women law students and multiple-group confirmatory factor analysis (CFA) with covariates, the authors also tested whether …
The role of standardized admission tests in the debate about merit, academic standards, and affirmative action
The role of standardized admission tests in the debate about merit, academic standards, and affirmative action
This article examines two issues in the debate about affirmative action in higher education admission—merit and academic standards—from the perspective of the role of standardized testing in both fueling and informing that debate. The discussion includes summaries of selected affirmative action litigation cases in which test scores were central to the complaint and/or the defense, an evaluation of test-score use in the admission process, and a pr…
Does diversity at undergraduate institutions influence student outcomes
Using two separate samples, this study establishes and replicates a model of the influence of two types of educational diversity on student outcomes. Study 1, using survey data regarding undergraduate experiences from a volunteer sample of 1,963 incoming law students, confirms measurement models for diversity and outcome constructs and tests models predicting student outcomes from Classroom Diversity and Contact Diversity. Study 2 utilizes data f…
Everyday discrimination in a national sample of incoming law students
Everyday discrimination experiences are associated with negative mental and physical health, less positive cross-racial counseling relationships, and alienation in educational environments for underrepresented racial and ethnic groups. This report describes the prevalence and experiential and attitudinal correlates of self-reported everyday discrimination in a national sample of over 8,000 incoming students from 64 U.S. ABA-accredited law schools…
The Effects of Educational Diversity in a National Sample of Law Students: Fitting Multilevel Latent Variable Models in Data With Categorical Indicators
Controversy surrounding the use of race-conscious admissions can be partially resolved with improved empirical knowledge of the effects of racial diversity in educational settings. We use a national sample of law students nested in 64 law schools to test the complex and largely untested theory regarding the effects of educational diversity on student outcomes. Social scientists who study these outcomes frequently encounter both latent variables a…
It matters how and when you ask: Self-reported race/ethnicity of incoming law students
The high-stakes nature of law school testing and admissions puts a premium on the student data presented to admissions committees, such as essays, academic and work history, and student background characteristics including race/ethnicity. 4,472 law school-bound students self-identified their race/ethnicity using (a) a mutually exclusive "choose one" format during registration for the law school admissions test, and (b) an elaborated "check-all-th…
An item factor analysis and item response theory-based revision of the Everyday Discrimination Scale
The Everyday Discrimination Scale (EDS), a widely used measure of daily perceived discrimination, is purported to be unidimensional, to function well among African Americans, and to have adequate construct validity. Two separate studies and data sources were used to examine and cross-validate the psychometric properties of the EDS. In Study 1, an exploratory factor analysis was conducted on a sample of African American law students (N = 589), pro…
Examining the Relationship Among Self-Reported Assertiveness, Perceived Discrimination, and College Environment in a National Sample of Black Women Law Students
The purpose of our study was to examine college environment, defined as whether law students entered law school from a historically Black college or university or a traditionally White institution, as a moderator of the relationship between gender discrimination and assertiveness. Using a national sample of 402 incoming Black women law students and multiple-group confirmatory factor analysis (CFA) with covariates, the authors also tested whether …
Psychology (8 works) · Political science (5 works) · Mathematics education (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Gender Diversity and Inequality (3 works) · Law (3 works) · Law (3 works) · Racial and Ethnic Identity Research (3 works) · Sociology (3 works)