Affirmative reaction: The influence of type of justification on nonbeneficiary attitudes toward affirmative action plans in higher education

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dc.contributor.advisorHebl, Michelle R.en_US
dc.creatorKnight, Jennifer Lynnen_US
dc.date.accessioned2009-06-04T08:43:58Zen_US
dc.date.available2009-06-04T08:43:58Zen_US
dc.date.issued2002en_US
dc.description.abstractIt is popularly believed that justifying an affirmative action plan (AAP) through emphasizing the advantages that diverse students can bring to a college campus will increase nonbeneficiary support for the program. However, there has been little empirical support for this proposition, perhaps because previous research has not directly articulated to participants the value of a diverse student body. As such, a 4 (Type of justification: Compensation, Instrumental, Combination, or No Justification) x 3 (Type of AAP: Increased recruitment, Proportional Selection Quotas, or Weak Preferential Treatment) between-subjects design was used to determine how the explicit framing of an AAP influences subsequent reactions. Both quantitative and qualitative data from 216 White undergraduate participants revealed that the combination justification, which highlighted the benefits of the AAP to minority and majority students, was the most effective means of increasing support for the plan, regardless both of the type of AAP and numerous participant characteristics.en_US
dc.format.extent76 p.en_US
dc.format.mimetypeapplication/pdfen_US
dc.identifier.callnoTHESIS PSYCH. 2002 KNIGHTen_US
dc.identifier.citationKnight, Jennifer Lynn. "Affirmative reaction: The influence of type of justification on nonbeneficiary attitudes toward affirmative action plans in higher education." (2002) Master’s Thesis, Rice University. <a href="https://hdl.handle.net/1911/17517">https://hdl.handle.net/1911/17517</a>.en_US
dc.identifier.urihttps://hdl.handle.net/1911/17517en_US
dc.language.isoengen_US
dc.rightsCopyright is held by the author, unless otherwise indicated. Permission to reuse, publish, or reproduce the work beyond the bounds of fair use or other exemptions to copyright law must be obtained from the copyright holder.en_US
dc.subjectSociology of educationen_US
dc.subjectIndustrial psychologyen_US
dc.subjectHigher educationen_US
dc.titleAffirmative reaction: The influence of type of justification on nonbeneficiary attitudes toward affirmative action plans in higher educationen_US
dc.typeThesisen_US
dc.type.materialTexten_US
thesis.degree.departmentPsychologyen_US
thesis.degree.disciplineSocial Sciencesen_US
thesis.degree.grantorRice Universityen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Artsen_US
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