Brannon Tiffany N, Markus Hazel Rose, Taylor Valerie Jones
Kellogg School of Management.
Department of Psychology, Stanford University.
J Pers Soc Psychol. 2015 Apr;108(4):586-609. doi: 10.1037/a0038992.
African Americans can experience a double consciousness-the two-ness of being an American and an African American. The present research hypothesized that: (a) double consciousness can function as 2 self-schemas-an independent self-schema tied to mainstream American culture and an interdependent self-schema tied to African American culture, and (b) U.S. educational settings can leverage an interdependent self-schema associated with African American culture through inclusive multicultural practices to facilitate positive academic consequences. First, a pilot experiment and Studies 1 and 2 provided evidence that double consciousness can be conceptualized as 2 self-schemas. That is, African Americans shifted their behavior (e.g., cooperation) in schema-relevant ways from more independent when primed with mainstream American culture to more interdependent when primed with African American culture. Then, Studies 3 and 4 demonstrated that incorporating African American culture within a university setting enhanced African Americans' persistence and performance on academic-relevant tasks. Finally, using the Gates Millennium Scholars dataset (Cohort 1), Study 5 conceptually replicated Studies 3 and 4 and provided support for one process that underlies the observed positive academic consequences. Specifically, Study 5 provided evidence that engagement with African American culture (e.g., involvement with cultural events/groups) on college campuses makes an interdependent self-schema more salient that increases African American students' sense of academic fit and identification, and, in turn, enhances academic performance (self-reported grades) and persistence (advanced degree enrollment in a long-term follow-up). The discussion examines double consciousness as a basic psychological phenomenon and suggests the intra- and intergroup benefits of inclusive multicultural settings.
非裔美国人可能会经历一种双重意识——作为美国人以及非裔美国人的双重身份。本研究假设：（a）双重意识可以作为两种自我图式发挥作用——一种与美国主流文化相关联的独立自我图式，以及一种与非裔美国文化相关联的相互依存自我图式；（b）美国的教育环境可以通过包容性的多元文化实践，利用与非裔美国文化相关联的相互依存自我图式，来促进积极的学业成果。首先，一项先导实验以及研究1和研究2提供了证据，表明双重意识可以被概念化为两种自我图式。也就是说，非裔美国人在与图式相关的方面改变了他们的行为（例如合作），当受到美国主流文化启动时，行为更倾向于独立，而当受到非裔美国文化启动时，行为则更倾向于相互依存。然后，研究3和研究4表明，在大学环境中融入非裔美国文化，提高了非裔美国人在与学业相关任务上的坚持性和表现。最后，使用盖茨千年学者数据集（第1组），研究5从概念上重复了研究3和研究4，并为观察到的积极学业成果背后的一个过程提供了支持。具体而言，研究5提供的证据表明，在大学校园中接触非裔美国文化（例如参与文化活动/团体）会使相互依存的自我图式更加凸显，这会增强非裔美国学生的学业适应感和认同感，进而提高学业成绩（自我报告的成绩）和坚持性（长期随访中的攻读高级学位情况）。讨论部分将双重意识作为一种基本的心理现象进行了审视，并提出了包容性多元文化环境在群体内部和群体之间的益处。
