Sabrina Zirkel
Dados Biográficos
| ID | 1599366 |
|---|---|
| NOME | Sabrina Zirkel |
| PRENOMES | Sabrina |
| SOBRENOME | Zirkel |
| ASSINATURA | ZIRKEL S |
| AFILIAÇÕES | Mills College |
| ORCID | 0009-0001-8421-633X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 111 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1990 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2021 |
| ÍNDICE H | 7 |
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest
Two decades of research consistently demonstrates that students’ beliefs about the malleability of intelligence (also known as “mindsets”) influence their motivation and academic outcomes. The current work provides a novel extension to this literature by examining how STEM professors’ mindset beliefs can influence students’—and particularly female students’—anticipated psychological experiences and interest in those professors’ courses. In 3 expe…
Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class.
902), we examined students' perceptions of their actual STEM professors' mindset beliefs and used experience sampling methodology (ESM) to capture their in-the-moment psychological experiences in those professors' classes. Across all studies, we find that students who perceive that their professor endorses more fixed mindset beliefs anticipate (Studies 1 and 2) and actually experience (Studies 3 and 4) more psychological vulnerability in those pr…
Just Let the Worst Students Go”
We present a case analysis of the controversy and public debate generated from a school district’s efforts to address racial inequities in educational outcomes by diverting special funds from the highest performing students seeking elite college admissions to the lowest performing students who were struggling to graduate from high school. Widespread arguments against the proposed change emphasized the identification of highly successful students …
Mirror, Mirror on the Wall
The role that racial identity plays in the well-being, educational achievement, and life outcomes of Black youth has received tremendous attention from the early post-slavery years right up until today, and remains a surprisingly contested area of study. We call for the examination of why images of Black racial identity as “damaged” and “dangerous” persist despite scores of studies that demonstrate otherwise. Despite a proliferation of theories s…
Race and Belonging in School
Background/Context A sense of belonging in school is a complex construct that relies heavily on students’ perceptions of the educational environment, especially their relationships with other students. Some research suggests that a sense of belonging in school is important to all students. However, we argue that the nature and meaning of belonging in school is different for students targeted by negative racial stereotypes—such as African American…
Experience-Sampling Research Methods and Their Potential for Education Research
Experience-sampling methods (ESM) enable us to learn about individuals’ lives in context by measuring participants’ feelings, thoughts, actions, context, and/or activities as they go about their daily lives. By capturing experience, affect, and action in the moment and with repeated measures, ESM approaches allow researchers access to expand the areas and aspects of participants’ experiences they can investigate and describe and to better underst…
A Storm over This Court
Journal Article A Storm over This Court: Law, Politics, and Supreme Court Decision Making in Brown v. Board of Education Get access A Storm over This Court: Law, Politics, and Supreme Court Decision Making in Brown v. Board of Education by Jeffrey D. Hockett. Charlottesville, VA, University of Virginia Press, 2013. 280 pp. $39.50. Sabrina Zirkel Sabrina Zirkel Mills College Search for other works by this author on: Oxford Academic Google Scholar …
Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools
Globalization, Psychology, and Social Issues Research
This manuscript provides an introduction to the JSI special issue on The Intersection of Psychology and Globalization. We provide both theoretical and applied rationale for why the discipline of psychology would be well served by entering into the academic discourse on globalization. We present a multifaceted definition of globalization and review extant social science research on globalization that speaks to the psychological implications of glo…
One Hundred and Fifty Years of “The Chinese Question
Increased migration is, in many ways, the sine qua non of globalization. In this manuscript, we examine the single case of Chinese American immigration in the United States over a 150‐year period to explore how race and interracial attitudes shape immigrant–host relations in very deep ways. We find remarkably little change in the valence of these conversations or even in the precise content of the depictions of Chinese Americans over time. A deta…
Isn’t that what “those kids” need?’ Urban schools and the master narrative of the ‘tough, urban principal’
We report on a field trip we took to a ‘highly successful’ urban middle school and a number of disturbing events that occurred there. Afterwards, we filed formal complaints about the violence, and racial and sexual harassment we observed. These complaints led to both a formal investigation and a series of newspaper articles that resulted in a public discussion of urban schools and how best to work with young urban students of color. We present ou…
Creating More Effective Multiethnic Schools
The empirical literature from education, psychology, and sociology is reviewed in order to identify strategies with demonstrated effectiveness in improving either the educational outcomes of students of color, interethnic relations in schools and colleges, or both. The conceptual framework for this review identifies eight core themes that can guide policy and change efforts in this area: (a) the need to explicitly and directly address issues of a…
Ongoing Issues of Racial and Ethnic Stigma in Education 50 Years after Brown v. Board
Years After Brown v. Board of Education
We discuss the legacy of Brown for today's students and today's schools, and find that legacy is more psychological than legal. The decision does more to highlight issues of equity in education and how that influences students' identity, motivation, and aspirations than it does help us find legal means of addressing these concerns. The manuscripts presented in this issue articulate how today's students experience these issues. The manuscripts foc…
What Will You Think of Me? Racial Integration, Peer Relationships and Achievement Among White Students and Students of Color
Brown v. Board of Education (1954) emphasized that segregation in schools leads the stigmatized students to withdraw from and lower their educational and professional aspirations. I consider this process in a modern sample by examining the relationship between the number of friends students report having at school and their goals and plans and their enjoyment of achievement activities in a sample of elementary and middle school students (N= 80). …
Developing independence in a life transition
Developing independence involves mastering the tasks of each life transition. Those more anxious about developing independence will become more invested in the normative tasks of each transition, and this anxiety will spread to the domain represented by these tasks. In Study 1, Honors College students expressed their anxiety about developing independence in academic performance at the beginning of college when this was the normative task and in s…
Life Tasks and Daily Life Experience
This article explores the assumption that the goals on which an individual works structure the experience of daily life. One set of important goals are those consensual tasks that reflect the age‐graded expectations of a living environment (e.g., the task of being on one's own at college). Whereas most members of a common age group share these consensual life tasks, individuals in a group differ in the relative importance they place on different …
Personal construal of life tasks
Life tasks serve as an avenue for individuals to give personal meaning to their lives and to organize personal effort and activities. The present data, from a longitudinal study of the transition to college life, demonstrate how construals of life tasks can help to illuminate individuals' activity choices and affective experience of daily life activities. Ss who were absorbed in the task of "being on my own, away from family," also invested their…
Experience-Sampling Research Methods and Their Potential for Education Research
Experience-sampling methods (ESM) enable us to learn about individuals’ lives in context by measuring participants’ feelings, thoughts, actions, context, and/or activities as they go about their daily lives. By capturing experience, affect, and action in the moment and with repeated measures, ESM approaches allow researchers access to expand the areas and aspects of participants’ experiences they can investigate and describe and to better underst…
Mirror, Mirror on the Wall
The role that racial identity plays in the well-being, educational achievement, and life outcomes of Black youth has received tremendous attention from the early post-slavery years right up until today, and remains a surprisingly contested area of study. We call for the examination of why images of Black racial identity as “damaged” and “dangerous” persist despite scores of studies that demonstrate otherwise. Despite a proliferation of theories s…
Personal construal of life tasks
Life tasks serve as an avenue for individuals to give personal meaning to their lives and to organize personal effort and activities. The present data, from a longitudinal study of the transition to college life, demonstrate how construals of life tasks can help to illuminate individuals' activity choices and affective experience of daily life activities. Ss who were absorbed in the task of "being on my own, away from family," also invested their…
Years After Brown v. Board of Education
We discuss the legacy of Brown for today's students and today's schools, and find that legacy is more psychological than legal. The decision does more to highlight issues of equity in education and how that influences students' identity, motivation, and aspirations than it does help us find legal means of addressing these concerns. The manuscripts presented in this issue articulate how today's students experience these issues. The manuscripts foc…
Isn’t that what “those kids” need?’ Urban schools and the master narrative of the ‘tough, urban principal’
We report on a field trip we took to a ‘highly successful’ urban middle school and a number of disturbing events that occurred there. Afterwards, we filed formal complaints about the violence, and racial and sexual harassment we observed. These complaints led to both a formal investigation and a series of newspaper articles that resulted in a public discussion of urban schools and how best to work with young urban students of color. We present ou…
Globalization, Psychology, and Social Issues Research
This manuscript provides an introduction to the JSI special issue on The Intersection of Psychology and Globalization. We provide both theoretical and applied rationale for why the discipline of psychology would be well served by entering into the academic discourse on globalization. We present a multifaceted definition of globalization and review extant social science research on globalization that speaks to the psychological implications of glo…
One Hundred and Fifty Years of “The Chinese Question
Increased migration is, in many ways, the sine qua non of globalization. In this manuscript, we examine the single case of Chinese American immigration in the United States over a 150‐year period to explore how race and interracial attitudes shape immigrant–host relations in very deep ways. We find remarkably little change in the valence of these conversations or even in the precise content of the depictions of Chinese Americans over time. A deta…
Ongoing Issues of Racial and Ethnic Stigma in Education 50 Years after Brown v. Board
What Will You Think of Me? Racial Integration, Peer Relationships and Achievement Among White Students and Students of Color
Brown v. Board of Education (1954) emphasized that segregation in schools leads the stigmatized students to withdraw from and lower their educational and professional aspirations. I consider this process in a modern sample by examining the relationship between the number of friends students report having at school and their goals and plans and their enjoyment of achievement activities in a sample of elementary and middle school students (N= 80). …
Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools
Creating More Effective Multiethnic Schools
The empirical literature from education, psychology, and sociology is reviewed in order to identify strategies with demonstrated effectiveness in improving either the educational outcomes of students of color, interethnic relations in schools and colleges, or both. The conceptual framework for this review identifies eight core themes that can guide policy and change efforts in this area: (a) the need to explicitly and directly address issues of a…
Developing independence in a life transition
Developing independence involves mastering the tasks of each life transition. Those more anxious about developing independence will become more invested in the normative tasks of each transition, and this anxiety will spread to the domain represented by these tasks. In Study 1, Honors College students expressed their anxiety about developing independence in academic performance at the beginning of college when this was the normative task and in s…
Just Let the Worst Students Go”
We present a case analysis of the controversy and public debate generated from a school district’s efforts to address racial inequities in educational outcomes by diverting special funds from the highest performing students seeking elite college admissions to the lowest performing students who were struggling to graduate from high school. Widespread arguments against the proposed change emphasized the identification of highly successful students …
Personal construal of life tasks
Life tasks serve as an avenue for individuals to give personal meaning to their lives and to organize personal effort and activities. The present data, from a longitudinal study of the transition to college life, demonstrate how construals of life tasks can help to illuminate individuals' activity choices and affective experience of daily life activities. Ss who were absorbed in the task of "being on my own, away from family," also invested their…
Life Tasks and Daily Life Experience
This article explores the assumption that the goals on which an individual works structure the experience of daily life. One set of important goals are those consensual tasks that reflect the age‐graded expectations of a living environment (e.g., the task of being on one's own at college). Whereas most members of a common age group share these consensual life tasks, individuals in a group differ in the relative importance they place on different …
Developing independence in a life transition
Developing independence involves mastering the tasks of each life transition. Those more anxious about developing independence will become more invested in the normative tasks of each transition, and this anxiety will spread to the domain represented by these tasks. In Study 1, Honors College students expressed their anxiety about developing independence in academic performance at the beginning of college when this was the normative task and in s…
Years After Brown v. Board of Education
We discuss the legacy of Brown for today's students and today's schools, and find that legacy is more psychological than legal. The decision does more to highlight issues of equity in education and how that influences students' identity, motivation, and aspirations than it does help us find legal means of addressing these concerns. The manuscripts presented in this issue articulate how today's students experience these issues. The manuscripts foc…
What Will You Think of Me? Racial Integration, Peer Relationships and Achievement Among White Students and Students of Color
Brown v. Board of Education (1954) emphasized that segregation in schools leads the stigmatized students to withdraw from and lower their educational and professional aspirations. I consider this process in a modern sample by examining the relationship between the number of friends students report having at school and their goals and plans and their enjoyment of achievement activities in a sample of elementary and middle school students (N= 80). …
Ongoing Issues of Racial and Ethnic Stigma in Education 50 Years after Brown v. Board
Creating More Effective Multiethnic Schools
The empirical literature from education, psychology, and sociology is reviewed in order to identify strategies with demonstrated effectiveness in improving either the educational outcomes of students of color, interethnic relations in schools and colleges, or both. The conceptual framework for this review identifies eight core themes that can guide policy and change efforts in this area: (a) the need to explicitly and directly address issues of a…
Isn’t that what “those kids” need?’ Urban schools and the master narrative of the ‘tough, urban principal’
We report on a field trip we took to a ‘highly successful’ urban middle school and a number of disturbing events that occurred there. Afterwards, we filed formal complaints about the violence, and racial and sexual harassment we observed. These complaints led to both a formal investigation and a series of newspaper articles that resulted in a public discussion of urban schools and how best to work with young urban students of color. We present ou…
Globalization, Psychology, and Social Issues Research
This manuscript provides an introduction to the JSI special issue on The Intersection of Psychology and Globalization. We provide both theoretical and applied rationale for why the discipline of psychology would be well served by entering into the academic discourse on globalization. We present a multifaceted definition of globalization and review extant social science research on globalization that speaks to the psychological implications of glo…
One Hundred and Fifty Years of “The Chinese Question
Increased migration is, in many ways, the sine qua non of globalization. In this manuscript, we examine the single case of Chinese American immigration in the United States over a 150‐year period to explore how race and interracial attitudes shape immigrant–host relations in very deep ways. We find remarkably little change in the valence of these conversations or even in the precise content of the depictions of Chinese Americans over time. A deta…
Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools
A Storm over This Court
Journal Article A Storm over This Court: Law, Politics, and Supreme Court Decision Making in Brown v. Board of Education Get access A Storm over This Court: Law, Politics, and Supreme Court Decision Making in Brown v. Board of Education by Jeffrey D. Hockett. Charlottesville, VA, University of Virginia Press, 2013. 280 pp. $39.50. Sabrina Zirkel Sabrina Zirkel Mills College Search for other works by this author on: Oxford Academic Google Scholar …
Race and Belonging in School
Background/Context A sense of belonging in school is a complex construct that relies heavily on students’ perceptions of the educational environment, especially their relationships with other students. Some research suggests that a sense of belonging in school is important to all students. However, we argue that the nature and meaning of belonging in school is different for students targeted by negative racial stereotypes—such as African American…
Experience-Sampling Research Methods and Their Potential for Education Research
Experience-sampling methods (ESM) enable us to learn about individuals’ lives in context by measuring participants’ feelings, thoughts, actions, context, and/or activities as they go about their daily lives. By capturing experience, affect, and action in the moment and with repeated measures, ESM approaches allow researchers access to expand the areas and aspects of participants’ experiences they can investigate and describe and to better underst…
Just Let the Worst Students Go”
We present a case analysis of the controversy and public debate generated from a school district’s efforts to address racial inequities in educational outcomes by diverting special funds from the highest performing students seeking elite college admissions to the lowest performing students who were struggling to graduate from high school. Widespread arguments against the proposed change emphasized the identification of highly successful students …
Mirror, Mirror on the Wall
The role that racial identity plays in the well-being, educational achievement, and life outcomes of Black youth has received tremendous attention from the early post-slavery years right up until today, and remains a surprisingly contested area of study. We call for the examination of why images of Black racial identity as “damaged” and “dangerous” persist despite scores of studies that demonstrate otherwise. Despite a proliferation of theories s…
Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class.
902), we examined students' perceptions of their actual STEM professors' mindset beliefs and used experience sampling methodology (ESM) to capture their in-the-moment psychological experiences in those professors' classes. Across all studies, we find that students who perceive that their professor endorses more fixed mindset beliefs anticipate (Studies 1 and 2) and actually experience (Studies 3 and 4) more psychological vulnerability in those pr…
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest
Two decades of research consistently demonstrates that students’ beliefs about the malleability of intelligence (also known as “mindsets”) influence their motivation and academic outcomes. The current work provides a novel extension to this literature by examining how STEM professors’ mindset beliefs can influence students’—and particularly female students’—anticipated psychological experiences and interest in those professors’ courses. In 3 expe…
Psychology (16 obras) · Social Psychology (11 obras) · Sociology (10 obras) · Social Psychology (9 obras) · Political science (8 obras) · Critical Race Theory in Education (7 obras) · Law (7 obras) · Pedagogy (7 obras) · Gender Studies (6 obras) · Education Discipline and Inequality (5 obras)