Wittig, M. A., & Grant-Thompson, S. (1998). The utility
of Allport's conditions of intergroup contact for predicting perceptions
of improved racial attitudes and beliefs. Journal of Social Issues,
Tests the predictive power of perception as it relates to
G. W. Allport's (1954/1979) classic articulation of the conditions of
contact conducive to reducing intergroup prejudice and increasing
tolerance (Contact Hypothesis). The authors present results of an
evaluation of a prejudice reduction program that trains and places
college student facilitators in middle and high school classrooms to
lead discussions about race. Survey data was taken from 35 teachers.
Results show that a composite of 5 classroom climate conditions that the
Contact Hypothesis suggests are conducive to prejudice reduction
predicts teachers' and college student facilitators' perceptions of
change in 3 aspects of middle and high school student racial attitudes.
Students' perceptions of the school interracial climate are modestly
predictive of their changes in these 3 aspects of racial attitudes.
However, teacher and facilitator estimates of student outcomes are
uncorrelated with actual student outcomes. Implications of these results
for prejudice reduction theory and practice are
Grant, S. K. (1997). Disability identity development: An
exploratory investigation. Dissertation Abstracts International:
Section B: The Sciences and Engineering, 57(9-B), 5918.
Prior to the current study, there was no model of
disability identity development in the psychology literature. The
purpose of this study was to empirically develop and evaluate an
identity development model for people with disabilities. The results
from Part I, with its three rounds of Delphi polling, were 564
responses, which were subsequently decreased to 113, and eventually
reduced to 69 attitudinal statements. In Part II this reduced set of 69
items was then pilot tested on a final sample of 111 individuals with
visible physical disabilities. Exploratory factor analytic studies
revealed 37 items loading on four subscales. Preliminary reliability and
validity studies supported the existence of disability identity. The
four subscales represent four stages of Disability Identity Attitude
Development (DIAD). In Part III, a panel of 4 judges, expert in
developmental psychology, ranked and labeled the stages. The most
important outcome from this study is the production of an instrument,
Disability Identity Attitude Scale (DIAS), to measure the DIAD of people
with disabilities. The DIAS more than meets the minimum criterion for
using the scale, with high internal consistency reliability coefficients
which ranged from.82 to.90. The validity studies in general supported
the use of the DIAS as a meaningful measure of Disability Identity
Attitude Development. The subscales correlated with other measures that
previous research and other theoretical identity development models have
shown to be related to identity attitude development (e.g.,
self-esteem). For example, there was a statistically significant
relationship between participant's stage of Disability Identity Attitude
Development and degree of acceptance of disability. Evidence also
revealed higher Stage 2 (Diffusion/Dysphoria) attitudes associated with
lower levels of global self-esteem and higher Stage 4
(Introspective/Acceptance) attitudes associated with higher levels of
global self-esteem, thus providing for criterion-related validity. It is
suggested that the subscales not be used separately until further
validity studies have been conducted on the DIAS. In addition, the
importance and use of the DIAS to assess within-group variance is
discussed, especially with regards to counselors addressing the
psychological needs of clients with disabilities.
Grant-Thompson, S. K., & Atkinson, D. R. (1997).
Cross-cultural mentor effectiveness and African American male students.
Journal of Black Psychology, 23(2), 120-134.
Examined the effects of mentor ethnicity, cultural
sensitivity, and student level of cultural mistrust on perceptions of
mentor credibility and cultural competence. 74 African American men
attending Southern California community colleges listened to a
tape-recorded mentoring session in which the faculty mentor was
described as either African American or European American, and was
portrayed as either culturally responsive or culturally unresponsive.
Mentor ethnicity, as well as an interaction between mentor ethnicity and
participant level of cultural mistrust, were found to be related to
perceptions of mentor credibility/effectiveness. In addition, mentor
ethnicity and cultural sensitivity were found to be related to
perceptions of mentor cross-cultural competence.
Atkinson, D. R., Thompson, C. E., & Grant, S. K. (1993).
A three-dimensional model for counseling racial/ethnic minorities.
Counseling Psychologist, 21(2), 257-277.
Proposes that at least 3 factors should be considered when
selecting the roles and strategies to adopt when working with a
racial/ethnic minority client (REMC). These factors are (1) the client's
level of acculturation, (2) the locus of the problem's etiology, and (3)
the goals of helping. Each of these factors is examined, and a
3-dimensional model for identifying appropriate counseling roles and
strategies when working with an REMC is presented. Because each of the 3
factors represents a continuum, their interaction can be conceptualized
along 3 axes. Eight roles of counseling associated with the intersection
of the 3 continua extremes are discussed. These are the adviser,
advocate, facilitator of indigenous support systems, facilitator of
indigenous healing systems, consultant, change agent, counselor, and
Minority Academic Personal Success (MAPS)... Exploring Pathways to
Actualize Student Potential.
This project is a formal, systematic educational research program,
exploring the differences between the resilient and the at‑risk student.
Exploration of various social and psychological factors is conducted to
ascertain which variables or sets of variables contribute to this lack of
Research Interns will receive training in basic and applied research
principles and gain experience in drafting assessments, coding, data
entry, and analyzing results. Motivated students will have the opportunity
to prepare and present posters at professional meetings and co-author
articles, depending on the nature of their contributions to the overall