fei75766_ch18_569-609.indd 600  02/24/20 10:50 AM
Part VI    Learning-Cognitive Theories600
categorize anevent; (2)competencies and self-regulating strategies: thatis,what people 
candoandtheirstrategies andplans toaccomplish adesired behavior; (3)behavior-
outcome andstimulus-outcome expectancies and beliefs regarding aparticular situ-
ation; (4)subjective goals, values, and preferences thatpartially determine selective 
attention toevents; and(5)affective responses, including feelings andemotions aswell
astheaffects thataccompany physiological reactions.
Related Research
Rotter’s ideas oninternal andexternal control havegenerated considerable research 
inpsychology withmany researchers from across disciplines drawing upon Rotter’s 
concepts fortheirownresearch. Mischel’s CAPS model, though arelatively new
model ofpersonality (itwasfirstproposed initsentirety inthemid-1990s) hasgener -
atedastrong body ofwork considering itsagewithseveral studies focusing onthe
if-then framework previously discussed.
Internalized Racial Oppression and Locus of Control
Consider howonemight come tohaveamore internal ormore external locus of
control. Itiseasytoimagine that“people gettherespect theydeserve inthisworld” 
(internal locus) ifImyself amfortunate enough tohavegrown upinawealthy, safe
neighborhood andattended excellent schools, because Iwaslikely recognized and
rewarded formytalents. Incontrast, Imight befarmore prone, ifIgrew upinpoverty 
andattended poorly resourced schools, tofeelthat“unfortunately, anindividual’s 
worth often passes unrecognized nomatter howhardheorshetries(external locus) 
because Ilikely faced neglect, more stressors andexternal contingencies onmysafety 
andwellbeing. Thefirstperson mayreasonably think, “Imake things happen” because 
benign, resource-rich environments areconducive toherefficacy. Thesecond person 
mayreasonably think “Things happen tome”because instressful, resource-deprived 
environments, others’ good orillwilltoward hercanmake ahuge difference inher 
wellbeing.
Studies show thatcontinued exposure toracial inequality andoppression 
indeed predicts amore external locus ofcontrol among people ofcolor (e.g., Pieterse 
&Carter, 2010). Forexample, African American college students exhibit more exter -
nallocus ofcontrol thanEuropean American students (Lease, 2004). Furthermore, 
although African American students areaware oftheimportance ofhigher educa -
tionforfuture lifesuccess, therealities ofracial oppression mayundermine the
motivation andaspirations ofAfrican American students whoseemore barriers and
fewer rewards inpursuing higher education, thusvaluing itless(Ford, Moore, &
Scott, 2011). 
Given these sobering findings, Danice Brown andhercolleagues (2017) 
investigated whether internalized racial oppression might predict amore external 
locus ofcontrol, which inturnmaylower thevalue African American students 
place onhigher education. 156African American students were given scales mea-
suring internalized racial oppression, ortheintrojection ofracist ideology (Inter -
nalized Racial Oppression Scale, Bailey etal.,2011; e.g.,“Black people arelazy,” 
“Straight hairisbetter thanmynatural hairtexture”), theAcademic Locus ofFinal PDF to printer