Su L Boatright-Horowitz
Biographic Data
| ID | 72508 |
|---|---|
| NAME | Su L Boatright-Horowitz |
| GIVEN NAMES | Su L |
| FAMILY NAME | Boatright-Horowitz |
| SIGNATURE | BOATRIGHT-HOROWITZ S L |
| AFFILIATIONS | University of Rhode Island |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 1 |
College students’ categorical perceptions of grades: It’s simply ‘good’ vs. ‘bad’
College students' categorical perceptions of numeric and alphabetic grades were examined by assigning participants to one of four conditions: numeric grades alphabetic grades, numeric non-grades and alphabetic non-grades. They were then asked to give ratings for each possible grade or non-grade, using a 10-point scale. Factor analysis revealed that college students view both numeric and alphabetic grades as occurring in dichotomous categories, pr…
Teaching Antiracism: College Students’ Emotional and Cognitive Reactions to Learning About White Privilege
Class discussions of White privilege can increase sociocultural and international awareness in our students. Therefore, instructors should be encouraged to teach this topic in introductory college survey courses (e.g., psychology and sociology), although negative reactions by White students can affect student evaluations of an instructor’s teaching skills. We decided to further explore college students’ cognitive and emotional reactions to this t…
Teaching White privilege to White students can mean saying good-bye to positive student evaluations
Teaching Antiracism in a Large Introductory Psychology Class: A Course Module and Its Evaluation
The effectiveness of an Introductory Psychology course module on racism was assessed using a short questionnaire immediately afterwards and then later at the end of the semester. Students of color were consistently more aware of the prevalence and manifestations of racism in U.S. society today, compared to White students. White students also appeared to exhibit self-serving biases related to ethnicity-based privileges. Reported attitude changes w…
Calling 911 during episodes of domestic abuse: What justifies a call for help
Calling 911 during episodes of domestic abuse: What justifies a call for help
Teaching Antiracism in a Large Introductory Psychology Class: A Course Module and Its Evaluation
The effectiveness of an Introductory Psychology course module on racism was assessed using a short questionnaire immediately afterwards and then later at the end of the semester. Students of color were consistently more aware of the prevalence and manifestations of racism in U.S. society today, compared to White students. White students also appeared to exhibit self-serving biases related to ethnicity-based privileges. Reported attitude changes w…
Teaching White privilege to White students can mean saying good-bye to positive student evaluations
Teaching Antiracism: College Students’ Emotional and Cognitive Reactions to Learning About White Privilege
Class discussions of White privilege can increase sociocultural and international awareness in our students. Therefore, instructors should be encouraged to teach this topic in introductory college survey courses (e.g., psychology and sociology), although negative reactions by White students can affect student evaluations of an instructor’s teaching skills. We decided to further explore college students’ cognitive and emotional reactions to this t…
College students’ categorical perceptions of grades: It’s simply ‘good’ vs. ‘bad’
College students' categorical perceptions of numeric and alphabetic grades were examined by assigning participants to one of four conditions: numeric grades alphabetic grades, numeric non-grades and alphabetic non-grades. They were then asked to give ratings for each possible grade or non-grade, using a 10-point scale. Factor analysis revealed that college students view both numeric and alphabetic grades as occurring in dichotomous categories, pr…
Psychology (5 works) · Racism (3 works) · Social Psychology (3 works) · Sociology (3 works) · Communication in Education and Healthcare (2 works) · Context (archaeology) (2 works) · Critical Race Theory in Education (2 works) · Gender Studies (2 works) · Law (2 works) · Law (2 works)