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The paper investigates information behavior across multiple resource types, including electronic and human sources, and analyzes barriers created by sustained anxiety in minority students. A qualitative exploratory study frames participants’ experiences during comprehensive exam, thesis, and dissertation stages, highlighting how race shapes information acquisition and sharing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/information-anxiety-and-african-american-students-in-a-graduate-education-program/602425/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/information-anxiety-and-african-american-students-in-a-graduate-education-program/602425.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define information anxiety and relate it to library anxiety?","Question",{"text":112,"@type":113},"It expands library anxiety into information anxiety by examining students’ information behavior when using varied information resources, including electronic and human sources. Information anxiety is presented as continuous and as a barrier to obtaining and using information for academic work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the motivation behind studying this topic?",{"text":117,"@type":113},"The study is motivated by the minority status of large population groups in the United States, low retention and graduation outcomes for black graduate students, and the need to understand how information behaviors affect students during later stages of graduate study.",{"name":119,"@type":110,"acceptedAnswer":120},"What methodology and participants are used in the study?",{"text":121,"@type":113},"The exploratory qualitative study uses Cognitive Work Analysis (CWA) to examine cognitive behavior under workplace-like constraints related to knowledge work. Participants include fewer than ten black graduate students in education at a large Midwestern university, at comprehensive exam, thesis, or dissertation stages.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602425,1792917186,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","A r ti c l e s  \nInformation Anxiety and African-American Students in a Graduate Education Program  \nBy Patricia Fields Katopol  \nAbstract  \nLibrary anxiety has been cited as one factor affecting academic performance, but library use is only part of obtaining information for academic needs. This paper expands the concept of library anxiety to information anxiety by an examination of the information behavior of black graduate students when using a variety of information resources, including electronic and human. Findings indicate that information anxiety is a continuous element of minority students’ information behavior and creates a barrier to obtaining and using information for academic work.  \nSonya, an accomplished young black woman, tentatively approached the reference desk and asked her question about the work of a certain black scholar.“I’ve never heard of her. Did you look in this database?” suggested the librarian. Sonya shook her head. She wasn’t aware of the database and wouldn’t have known how to search it if she had known about it. She was surprised the librarian wasn’t familiar with the scholar, whom Sonya had thought was rather well-known. For her part, the librarian looked at Sonya and wondered why this grad student didn’t know about a database that practically everyone used. This wasn’t the first time Sonya felt uneasy when working with a librarian. She wondered what was wrong with her; maybe she wasn’t graduate school material after all?  \nPerhaps a librarian can be forgiven for assuming that graduate students, having successfully maneuvered their way through an undergraduate program, would know the basics of library research. But could it be that graduate students have problems satisfying their information needs? Could it be possible that they are as anxious about obtaining information as their undergraduate counterparts?  \nThis study explores the information behavior of graduate students in education, in particular, black graduate students in a majority institution, that is, a university at which Caucasians are in the  \nmajority. It examines how these students obtain information needed for academic work, their problems in obtaining this information, and their perception of race and information acquisition and sharing. Importantly, it expands the notion of“library anxiety” to one of information anxiety as it considers the variety of information sources used by graduate students.  \nMotivation  \nCurrently, almost a third of the population of the United States of America is considered a minority. Almost half will be a minority in 2042 (U.S. Census, 2008). As of the 2010 Census, blacks were 13 percent of the population (U.S. Census, 2011) . Similar statistics exist for other minorities. For example, Hispanics were 16 percent as of the 2010 Census (U.S. Census, 2011), but will increase to 20.1 percent by 2050 (U.S. Census, 2009) . Our colleges and universities already reflect the changing population ; however, despite entering higher education at increased rates, the retention and graduation rates for black graduate students is low, so that even after ten years in a graduate program, only 47% of black students obtain their doctoral degree (Council of Graduate Schools, 2008). Once they have completed the course work portion of the graduate program, students often lose their ties to faculty and other students and are on their own as they complete other degree requirements. This study was motivated by a need to inquire if and how  \n3 1 2 2012  \ninformation behaviors affected graduate students at this stage of their degree studies.  \nThe Study  \nThe study reframes ideas about library anxiety by expanding the sources of information sought by students to include electronic and human, as well as print. These sources may be provided as part of library services or may lie outside of the library’s control. The study seeks to ascertain student feelings and behavior surrounding information activities and also addresses the pe","cbCaikBJYoVMxcwj","https://ap.wps.com/l/cbCaikBJYoVMxcwj","pdf",144838,"English","# Abstract\n# Motivation\n# The Study\n# Method","[{\"question\":\"How does the paper define information anxiety and relate it to library anxiety?\",\"answer\":\"It expands library anxiety into information anxiety by examining students’ information behavior when using varied information resources, including electronic and human sources. Information anxiety is presented as continuous and as a barrier to obtaining and using information for academic work.\"},{\"question\":\"What is the motivation behind studying this topic?\",\"answer\":\"The study is motivated by the minority status of large population groups in the United States, low retention and graduation outcomes for black graduate students, and the need to understand how information behaviors affect students during later stages of graduate study.\"},{\"question\":\"What methodology and participants are used in the study?\",\"answer\":\"The exploratory qualitative study uses Cognitive Work Analysis (CWA) to examine cognitive behavior under workplace-like constraints related to knowledge work. Participants include fewer than ten black graduate students in education at a large Midwestern university, at comprehensive exam, thesis, or dissertation stages.\"}]","Information Anxiety and African-American Students in a Graduate Education Program | PDF",1792094655,25]