The twice-as phenomenon: conceptualization, measurement, and links to self-regulated learning

Valdiviejas Cohn, Hannah Shirlee

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https://hdl.handle.net/2142/121449 Copy

Description

Title

The twice-as phenomenon: conceptualization, measurement, and links to self-regulated learning

Author(s)

Valdiviejas Cohn, Hannah Shirlee

Issue Date

2023-07-11

Director of Research (if dissertation) or Advisor (if thesis)

Perry, Michelle

Doctoral Committee Chair(s)

Perry, Michelle

Committee Member(s)

• Hopson, Rodney
• Ruedas-Gracia, Nidia
• Bosch, Nigel
• Xia, Yan

Department of Study

Educational Psychology

Discipline

Educational Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Self-regulated learning
• PWI
• MSI
• DEI
• anti-racism
• stereotypes
• Black
• Latinx
• Multiple methods
• Scale
• Higher education

Abstract

Self-regulated learning (SRL) research has blind spots regarding how SRL plays out in racially oppressive environments, which could impact conclusions about diverse students’ educational experiences. Here, I evaluate an SRL behavior that emerges particularly among racially marginalized students: the Twice-As phenomenon. This is based on the cultural saying “you have to work twice as hard to get half as far as White folks,” frequently experienced by Black and Latine people compared to their White counterparts. To understand the Twice-As phenomenon, I conducted focus groups, informing the psychometric development and statistical validation of a scale to identify students’ engagement in the Twice-As phenomenon. I then used the scale to explore how this phenomenon manifests in graduate STEM students’ academic behavior, including demonstrating both high SRL and burnout. I administered the scale to students in online and in-person learning contexts to examine the scale’s usefulness for understanding racially marginalized students’ learning experiences at predominantly White institutions. Ultimately, I aim to inform instructors’ perceptions of students’ efforts, add to the critical consciousness of Black and Latine students, demystify invisible labors to an unfamiliar audience, inform theories of SRL to be more complete than they currently are, and propose a socio-cognitive approach for anti-racism efforts.

Graduation Semester

2023-08

Type of Resource

Thesis

Copyright and License Information

Copyright 2023 Hannah Valdiviejas Cohn

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