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Piotrowska B, Barratt J. Investigating low intelligence stereotype threat in adults with developmental dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2024; 30:e1766. [PMID: 38686461 DOI: 10.1002/dys.1766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Revised: 01/31/2024] [Accepted: 04/05/2024] [Indexed: 05/02/2024]
Abstract
Stereotype threat (ST) is a phenomenon that leads to decreased test performance and occurs when one deals with added pressure of being judged on the basis of stereotyped group membership. The ST effect has been previously investigated in many contexts but not in individuals with dyslexia who are often stereotyped as less intelligent. Prevalent use of intelligence tests in job selection processes and employment gap between people with dyslexia and those without warrants this investigation. Sixty-three participants (30 with dyslexia and 33 without dyslexia; mean age = 33.7; SD = 13.7; 47 F, 13 M, three non-binary) were asked to complete intelligence test typically used in selection processes. All participants were randomly assigned to one of three test instruction conditions: (1) they were told the test was diagnostic of their intelligence (ST triggering instruction); (2) test was a measure of their problem-solving skills (reduced threat); (3) or they were simply asked to take the test (control). Results showed that participants with dyslexia in ST condition performed poorer than those in other conditions and those in the same condition who did not have dyslexia. This study provides preliminary evidence for diminishing effects of ST in individuals with dyslexia.
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Affiliation(s)
| | - John Barratt
- School of Psychology & Vision Sciences, University of Leicester, George Davies Centre (GDC), Leicester, UK
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Parker GJ, Haslam C, Stuart J, Shum DHK, Ownsworth T. Examining the Utility of a Multiple Group Membership Intervention for Alleviating the Effects of Age-Based Stereotype Threat on Older adults' Memory Performance. Exp Aging Res 2024:1-22. [PMID: 38278144 DOI: 10.1080/0361073x.2024.2306457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 01/12/2024] [Indexed: 01/28/2024]
Abstract
This study examined the effectiveness of a multiple group membership intervention for reducing the negative effects of age-based stereotype threat (ABST) on older adults' objective memory performance and subjective memory concerns. Healthy older adults (N = 68) were randomly allocated to an ABST + threat-removal (ABST+TR) or ABST + active-control (ABST+AC) condition. After activating ABST, the ABST+TR condition completed a group-listing task and the ABST+AC condition completed a meal-listing task. Participants then completed the Rey Auditory Verbal Learning Test (RAVLT) and Everyday Memory Questionnaire - Revised. One significant difference was found in memory performance between conditions; specifically, after controlling for age, gender, and number of items listed, those in the ABST+TR condition performed significantly better on the RAVLT memory interference trial. Further, listing a greater number of group memberships was associated with better memory performance in the ABST+TR condition. No significant difference was found in subjective memory concerns between the ABST+TR condition and the ABST+AC condition. Overall, the current findings indicated that raising the salience of multiple group memberships offered limited protection for older adults' cognitive test performance in the context of ABST.
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Affiliation(s)
- Giverny J Parker
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Australia
| | - Catherine Haslam
- School of Psychology, The University of Queensland, Brisbane, Australia
| | - Jaimee Stuart
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Australia
- The United Nations University Institute in Macau, Macau (SAR), China
| | - David H K Shum
- Department of Rehabilitation Sciences and Research Institute of Smart Ageing, The Hong Kong Polytechnic University, Hong Kong, China
| | - Tamara Ownsworth
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Australia
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Howe LC, Schumann K, Walton GM. “Am I not human?”: Reasserting humanness in response to group-based dehumanization. GROUP PROCESSES & INTERGROUP RELATIONS 2022. [DOI: 10.1177/13684302221095730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
Research on group dehumanization has focused largely on the perpetrators of dehumanization or on its negative emotional and cognitive effects on targets. We theorized that people would also reassert their humanness in response to dehumanizing portrayals of their group. Experiment 1 showed that Black individuals responded to a dehumanizing representation of their racial group by emphasizing their experience of more complex, uniquely human emotions versus emotions more associated with other animals. Experiment 2 and a supplemental experiment showed that Black, but not White, individuals responded to group-based dehumanization by depicting more complex self-portrayals. Taken together, these studies begin to illustrate that targets of group-based dehumanization are not simply passive victims but respond actively, resisting negative representations of their group by reasserting their humanness.
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An Organizing Framework for Teaching Practices that Can “Expand” the Self and Address Social Identity Concerns. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09715-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Zhang H, Xin S, Liu G. The effect of the perception of group members’ identity diversity on intragroup trust. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-00720-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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6
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Combating stereotype threat toward athletes’ academic performance: experiments on identity safety and self-complexity. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-021-02519-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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7
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Roccas S, Amit A, Oppenheim-Weller S, Hazan O, Sagiv L. Inclusive and exclusive beneficiary attributions: The role of social identity complexity in interpretations of and punishment for dissent. GROUP PROCESSES & INTERGROUP RELATIONS 2021. [DOI: 10.1177/13684302211019479] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
We suggest that intentionality attributed to dissenting behavior in intergroup contexts (e.g., exposing one’s country’s secrets) may be conceptualized as benefitting one of four social circles. Two social circles exclude the perceiver: (a) the actor him/herself and (b) the outgroup affected by the behavior; and two circles include the perceiver: (c) the ingroup of both the perceiver and the actor and (d) humanity as the ultimate collective including both ingroup and outgroup. We further suggest that adopting different beneficiary attributions depends on the perceivers’ social identity complexity (Roccas & Brewer, 2002), which refers to an individual’s representation of their multiple social identities on a continuum from highly overlapping to highly differentiated (i.e., simple vs. complex social identity). Perceivers are more likely to attribute dissent behavior to social circles that exclude (rather than include) themselves the simpler their social identity; such exclusive attributions lead to harsher moral judgements, expressed as punitiveness.
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Affiliation(s)
| | - Adi Amit
- The Open University of Israel, Israel
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VanLandingham H, Ellison RL, Laique A, Cladek A, Khan H, Gonzalez C, Dunn MR. A scoping review of stereotype threat for BIPOC: cognitive effects and intervention strategies for the field of neuropsychology. Clin Neuropsychol 2021; 36:503-522. [PMID: 34233577 DOI: 10.1080/13854046.2021.1947388] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVE Abundant evidence documents stereotype threat's (ST) detrimental effect on test performance across identities and contexts (i.e., eliciting underperformance). Review of the literature shows varied aspects of both stereotyped identities and cognition are inconsistently explored across studies. Only a portion of the literature focuses on ST's impact on Black, Indigenous, and People of Color (BIPOC). It is important to understand and learn to mitigate ST, particularly for historically marginalized and systemically oppressed BIPOC patients. Relevance exists for neuropsychologists, who engage in activities (i.e., assessments) that may activate ST, and should be aware of additional factors impacting testing results and clinical decision making. METHOD Using scoping review criteria (Peters et al., 2015) and Preferred Reporting Item for Systemic Reviews and Meta-Analysis (PRISMA) guidelines, we reviewed literature across multiple databases (Google Scholar, PubMed, PsychINFO) on ST and cognition with a focus on BIPOC. RESULTS The current literature suggests that race-based ST may be implicated in underperformance for executive functioning and separately working memory. There is limited research on the effects of ST for memory, language, attention, and visuospatial skills. CONCLUSION Research on ST requires additional attention to establish interventions to mitigate negative effects in practice. These results provide 1) an overview of the cognitive implications of ST, 2) address the scope of this impact for BIPOC, and 3) provide possible intervention and training strategies for neuropsychologists and other clinicians to work to mitigate the effects of ST on BIPOC.
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Affiliation(s)
| | - Rachael L Ellison
- Department of Psychology, Illinois Institute of Technology, Chicago, IL, USA
| | - Aamir Laique
- Department of Psychology, Illinois Institute of Technology, Chicago, IL, USA
| | | | - Humza Khan
- Department of Psychology, Illinois Institute of Technology, Chicago, IL, USA
| | | | - Megan R Dunn
- Department of Psychology, Illinois Institute of Technology, Chicago, IL, USA
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Bauer C, Hannover B. Do Only White or Asian Males Belong in Genius Organizations? How Academic Organizations' Fixed Theories of Excellence Help or Hinder Different Student Groups' Sense of Belonging. Front Psychol 2021; 12:631142. [PMID: 33643164 PMCID: PMC7907512 DOI: 10.3389/fpsyg.2021.631142] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Accepted: 01/11/2021] [Indexed: 11/17/2022] Open
Abstract
High-profile organizations often emphasize fixed giftedness rather than malleable effort-based criteria as critical for excellent achievements. With giftedness being primarily associated with White or Asian males, such organizational implicit theories of excellence may shape individuals' sense of belonging depending on the extent to which they match the gifted White/Asian male prototype, i.e., the prototypical gifted person which is typically imagined to be a White or Asian male. Previous research has reported fixed excellence theories emphasizing giftedness (vs. malleable theories emphasizing effort) to impair the sense of belonging of females and negatively stereotyped ethnic minorities. We investigate the combined effects of gender and ethnicity. We predicted that, while individuals whose gender and ethnicity do not match the gifted prototype show a reduced sense of belonging in fixed organizations, White/Asian males who match the gifted prototype show the opposite effect, experiencing a higher sense of belonging in fixed (vs. malleable) organizations. In an experimental study (N = 663 students), we manipulated advertising material used by a highly selective academic institution in Germany and tested effects on students' belonging. Whereas the original material emphasized giftedness as essential for excelling (fixed excellence version), our manipulated version stressed effort (malleable version). As expected, females from stereotyped ethnic minority groups felt less belonging in the fixed (vs. malleable) organization, while White/Asian males anticipated stronger belonging in the fixed (vs. malleable) organization. Fixed views of excellence impair negatively stereotyped individuals' belonging but may even strengthen the belonging of prototypical academic elites.
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Affiliation(s)
- Christina Bauer
- Department of Psychology, Technische Universität Dresden, Dresden, Germany
- Department of Educational Science and Psychology, Freie Universität Berlin, Berlin, Germany
| | - Bettina Hannover
- Department of Educational Science and Psychology, Freie Universität Berlin, Berlin, Germany
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Murray RJ, Apazoglou K, Celen Z, Dayer A, Aubry JM, Ville DVD, Vuilleumier P, Piguet C. Maladaptive emotion regulation traits predict altered corticolimbic recovery from psychosocial stress. J Affect Disord 2021; 280:54-63. [PMID: 33202338 DOI: 10.1016/j.jad.2020.09.122] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 08/14/2020] [Accepted: 09/28/2020] [Indexed: 01/28/2023]
Abstract
BACKGROUND Adaptive recovery from stress promotes healthy cognitive affective functioning, whereas maladaptive recovery is linked to poor psychological outcomes. Neural regions, like the anterior cingulate and hippocampus, play critical roles in psychosocial stress responding and serve as hubs in the corticolimbic neural system. To date, however, it is unknown how cognitive emotion regulation traits (cER), adaptive and maladaptive, influence corticolimbic stress recovery. Here, we examined acute psychosocial stress neural recovery, accounting for cER. METHODS Functional neuroimaging data were collected while forty-seven healthy participants performed blocks of challenging, time-sensitive, mental calculations. Participants immediately received performance feedback (positive/negative/neutral) and their ranking, relative to fictitious peers. Participants rested for 90 seconds after each feedback, allowing for a neural stress recovery period. Collected before scanning, cER scores were correlated with neural activity during each recovery condition. RESULTS Negative feedback recovery yielded increased activity within the dorsomedial prefrontal cortex and amygdala, but this effect was ultimately explained by maladaptive cER (M-cER), like rumination. Isolating positive after-effects (i.e. positive > negative recovery) yielded a significant positive correlation between M-cER and the anterior cingulate, anterior insula, hippocampus, and striatum. CONCLUSIONS We provide first evidence of M-cER to predict altered neural recovery from positive stress within corticolimbic regions. Positive feedback may be potentially threatening to individuals with poor stress regulation. Identifying positive stress-induced activation patterns in corticolimbic neural networks linked to M-cER creates the possibility to identify these neural responses as risk factors for social-emotional dysregulation subsequent to rewarding social information, often witnessed in affective disorders, like depression.
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Affiliation(s)
- Ryan J Murray
- Psychiatry Department, Faculty of Medicine, University of Geneva, Campus Biotech, 1202 Geneva, Switzerland.
| | - Kalliopi Apazoglou
- Psychiatry Department, Faculty of Medicine, University of Geneva, Campus Biotech, 1202 Geneva, Switzerland; Neuroscience Department, Laboratory for Behavioral Neurology and Imaging of Cognition, Campus Biotech, 1202 Geneva, Switzerland
| | - Zeynep Celen
- Psychiatry Department, Faculty of Medicine, University of Geneva, Campus Biotech, 1202 Geneva, Switzerland
| | - Alexandre Dayer
- Psychiatry Department, Faculty of Medicine, University of Geneva, Campus Biotech, 1202 Geneva, Switzerland; Mood Disorder Unit, Psychiatric Specialties Service, Geneva University Hospital, 1201 Geneva, Switzerland
| | - Jean-Michel Aubry
- Psychiatry Department, Faculty of Medicine, University of Geneva, Campus Biotech, 1202 Geneva, Switzerland; Mood Disorder Unit, Psychiatric Specialties Service, Geneva University Hospital, 1201 Geneva, Switzerland
| | - Dimitri Van De Ville
- Medical Image Processing Laboratory, Center for Neuroprosthetics, Institute of Bioengineering, Ecole Polytechnique Fédérale de Lausanne (EPFL), Campus Biotech, 1202 Geneva, Switzerland; Department of Radiology and Medical Informatics, University of Geneva, 1211 Geneva, Switzerland
| | - Patrik Vuilleumier
- Neuroscience Department, Laboratory for Behavioral Neurology and Imaging of Cognition, Campus Biotech, 1202 Geneva, Switzerland
| | - Camille Piguet
- Psychiatry Department, Faculty of Medicine, University of Geneva, Campus Biotech, 1202 Geneva, Switzerland; Mood Disorder Unit, Psychiatric Specialties Service, Geneva University Hospital, 1201 Geneva, Switzerland
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Parker GJ, Ownsworth T, Haslam C, Shum DHK. Overcoming Age-Based Stereotypes to Optimise Cognitive Performance in Older Adults: A Systematic Review of Methodology and Existing Evidence. THE GERONTOLOGIST 2020; 62:e206-e223. [PMID: 33220050 DOI: 10.1093/geront/gnaa191] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND AND OBJECTIVES Age-based stereotype threat (ABST) poses serious risks for the cognitive screening of older adults. This review aimed to identify and critically appraise the methodology and existing evidence of studies investigating the use of threat-removal (TR) strategies to overcome the effects of ABST on the cognitive performance of older adults. The types of strategies, their effectiveness in optimising cognitive performance, and factors influencing their effectiveness were examined. RESEARCH DESIGN AND METHODS A systematic review was conducted following PRISMA guidelines. PsycINFO, PubMed, Embase, Web of Science, and Scopus were searched from 1st January 1995 to 6th November 2019. Two authors independently assessed article eligibility and appraised methodological quality of eligible articles using an adaptation of the STROBE guidelines. Narrative synthesis was used to summarise results. RESULTS Thirty articles, reporting on 36 studies, were eligible and included. Overall, evidence for the effectiveness of TR was mixed and varied according to the explicitness of strategies and comparison conditions used. Studies examining blatant TR strategies, and those using a combination of blatant and subtle TR strategies, provided limited support for their effectiveness in overcoming ABST. However, studies evaluating subtle TR strategies provided preliminary support for their effectiveness in overcoming ABST. DISCUSSION AND IMPLICATIONS Existing studies provide limited evidence regarding the effectiveness of TR strategies in overcoming ABST due to methodological limitations. Recommendations are made for the design of future studies to differentiate the benefits of TR strategies from the detrimental effects of ABST, thus potentially informing their use in clinical practice.
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Affiliation(s)
- Giverny J Parker
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia
| | - Tamara Ownsworth
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia
| | - Catherine Haslam
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
| | - David H K Shum
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong
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12
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Double jeopardy – Double remedy? The effectiveness of self-affirmation for improving doubly disadvantaged students' mathematical performance. J Sch Psychol 2019; 75:58-73. [DOI: 10.1016/j.jsp.2019.07.006] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2018] [Revised: 06/22/2019] [Accepted: 07/08/2019] [Indexed: 11/18/2022]
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Bikmen N, Torrence MA, Krumholtz V. The Importance of Knowing your History: Perceiving Past Women as less Agentic than Contemporary Women Predicts Impaired Quantitative Performance. SEX ROLES 2018. [DOI: 10.1007/s11199-018-0904-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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14
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Costabile KA, Austin AB. A riot on campus: The effects of social identity complexity on emotions and reparative attitudes after ingroup-perpetrated violence. Aggress Behav 2018; 44:50-59. [PMID: 28766733 DOI: 10.1002/ab.21723] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2016] [Revised: 06/27/2017] [Accepted: 07/12/2017] [Indexed: 11/11/2022]
Abstract
When a group commits a transgression, members who identify closely with the group often engage in defensive strategies in which they are less likely to experience guilt and shame in response to the transgression than are less identified group members. Subsequently, highly identified group members are often less willing to offer reparations to the injured parties. Because appropriate emotional responses and reparations are critical to community reconciliation, the present investigation examined whether social identity complexity-the degree to which individuals perceive their multiple social identities as interrelated-reduced these defensive responses. In the aftermath of a campus riot, emotional responses and reparative attitudes of undergraduate students were assessed. Results indicated that individuals who closely identified with the university were in fact capable of experiencing guilt and shame, but only if they also had complex social identities. A path model indicated that emotional responses, in turn, predicted willingness to provide reparations to the campus community. Accordingly, social identity complexity provides a new approach to understanding responses to ingroup-perpetrated violence.
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Barber SJ. An Examination of Age-Based Stereotype Threat About Cognitive Decline. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2017; 12:62-90. [PMID: 28073332 DOI: 10.1177/1745691616656345] [Citation(s) in RCA: 67] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
"Stereotype threat" is often thought of as a singular construct, with moderators and mechanisms that are stable across groups and domains. However, this is not always true. To illustrate this, the current review focuses on the stereotype threat that older adults face about their cognitive abilities. Drawing upon the multithreat framework, I first provide evidence that this is a self-concept threat and not a group-reputation threat. Because this differs from the forms of stereotype threat experienced by other groups (e.g., the threat that minority students face about their intellectual abilities), the moderators of stereotype threat observed in other groups (i.e., group identification) do not always generalize to age-based stereotype threat about cognitive decline. Looking beyond the forms of stereotype threat elicited, this review also provides evidence that the mechanisms underlying stereotype-threat effects may vary across the adult life span. Because of age-related improvements in emotion-regulation abilities, stereotype threat does not seem to reduce older adults' executive-control resources. Overall, this review highlights the need to approach the concept of stereotype threat with more granularity, allowing researchers to design more effective stereotype-threat interventions. It will also shed light on why certain stereotype threat effects "fail to replicate" across domains or groups.
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Affiliation(s)
- Sarah J Barber
- Department of Psychology, San Francisco State University
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Liu P, Zhao F, Zhang B, Dang Q. Small Change Makes a Big Splash: The Role of Working Self-Concept in the Effects of Stereotype Threat on Memory. THE JOURNAL OF PSYCHOLOGY 2017; 151:613-631. [PMID: 29116908 DOI: 10.1080/00223980.2017.1372340] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
Abstract
Assuming that the principle of an active-self account holds true in real life, priming certain constructs could selectively activate a working self-concept, which in turn guides behavior. The current study involved two experiments that examined the relationships between stereotypic identity, working self-concept, and memory performance in older adults. Specifically, Study 1 tested whether a stereotype threat can affect older adults' working self-concept and memory performance. A modified Stroop color naming task and a separate recognition task showed that a stereotype threat prime altered the activation of the working self-concept and deteriorated the older adults' memory performance. Additionally, the working self-concept mediated the effect of stereotype threat on memory performance. Accordingly, we designed Study 2 to assess whether priming different identities can alter the working self-concept of the elderly and buffer the stereotype threat effect on memory performance. The results not only were the same as Study 1 but also revealed that activating multiple identities could mitigate the stereotype threat. These results support an active-self account and the efficacy of stereotype threat intervention. This intervention strategy may be able to be used in real situations to help the elderly alleviate stereotype threats and memory impairment.
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Riegle-Crumb C, Moore C, Buontempo J. Shifting STEM Stereotypes? Considering the Role of Peer and Teacher Gender. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2017; 27:492-505. [PMID: 28776845 PMCID: PMC5546141 DOI: 10.1111/jora.12289] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study builds on research on the power of counter-stereotypical cues, as well as intergroup contact theory, to consider whether interactions with a female teacher and female peers in a high school engineering classroom decrease male students' gender/science, technology, engineering, and math stereotypical beliefs and whether this varies according to the initial strength of their stereotypical views. Analyses reveal that among male students who initially reject stereotypes of male superiority, more female peers in the classroom leads to a further decrease in their stereotypical views by the end of the year. In contrast, boys who held strong stereotypical beliefs became less stereotypical by the end of the course when they had a female teacher. Implications for future research and current educational reforms are discussed.
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Bancroft A, Bratter J, Rowley K. Affirmation effects on math scores: The importance of high school track. SOCIAL SCIENCE RESEARCH 2017; 64:319-333. [PMID: 28364853 DOI: 10.1016/j.ssresearch.2016.10.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Revised: 06/30/2016] [Accepted: 10/05/2016] [Indexed: 06/07/2023]
Abstract
Stereotype threat has been shown to affect academic performance of minority racial groups. Minority girls may experience the burdens of both race and gender - a "double bind" theorized to affect the underrepresentation of women in STEM fields. A randomized controlled trial focused on alleviating stereotype threat in three high schools in a large U.S. metro demonstrates the effects of affirmative writing interventions, which have previously shown positive effects for minority and female students. Results indicate effects for these groups were insignificant. However, results also show that student track is highly significant at p < 0.001, and interactive analyses suggest that the intervention may help alleviate threat for higher-achieving students.
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Affiliation(s)
- Amanda Bancroft
- Rice University, Department of Sociology, MS-28, P.O. Box 1892, Houston, TX 77251, USA.
| | - Jenifer Bratter
- Rice University, Department of Sociology, MS-28, P.O. Box 1892, Houston, TX 77251, USA
| | - Kristie Rowley
- Brigham Young University, 2008 JFSB, Provo, UT 84602, USA
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Huff ST, Lee F, Hong YY. Bicultural and Generalized Identity Integration Predicts Interpersonal Tolerance. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2017. [DOI: 10.1177/0022022117701193] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this article, we test the hypothesis that individuals with higher levels of identity integration—or those who perceive their different social identities as more blended and harmonious—will exhibit greater interpersonal tolerance toward others holding dissimilar values and preferences. Three studies examined this hypothesis using bicultural identity integration (or perceived blendedness and harmony between multiple cultural identities) and generalized identity integration (or perceived blendedness and harmony between one’s social identities in general). We find that individuals who perceive higher levels of blendedness, but not harmony, between their social identities are more tolerant of dissimilar others, as demonstrated by making more positive trait inferences about them. We also find that experimentally increasing identity integration leads to more positive trait inferences. Our findings have theoretical and practical implications for managing conflict between individuals and groups.
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Affiliation(s)
| | - Fiona Lee
- University of Michigan, Ann Arbor, MI, USA
| | - Ying-yi Hong
- The Chinese University of Hong Kong, Sha Tin, Hong Kong
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Gotlieb R, Hyde E, Immordino-Yang MH, Kaufman SB. Cultivating the social-emotional imagination in gifted education: insights from educational neuroscience. Ann N Y Acad Sci 2016; 1377:22-31. [PMID: 27504916 DOI: 10.1111/nyas.13165] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2016] [Revised: 06/01/2016] [Accepted: 06/03/2016] [Indexed: 12/13/2022]
Abstract
Evidence from education, psychology, and neuroscience suggests that investing in the development of the social-emotional imagination is essential to cultivating giftedness in adolescents. Nurturing these capacities may be especially effective for promoting giftedness in students who are likely to lose interest and ambition over time. Giftedness is frequently equated with high general intelligence as measured by IQ tests, but this narrow conceptualization does not adequately capture students' abilities to utilize their talents strategically to fully realize their future possible selves. The brain's default mode network is thought to play an important role in supporting imaginative thinking about the self and others across time. Because this network's functioning is temporarily attenuated when individuals engage in task- and action-oriented focus (mindsets thought to engage the brain's executive attention network), we suggest that consistently focusing students on tasks requiring immediate action could undermine long-term cultivation of giftedness. We argue that giftedness-especially in science, technology, engineering, and mathematics (STEM)-can be cultivated by encouraging adolescents' intellectual curiosity and supporting their ability to connect schoolwork to a larger purpose. Improving STEM and gifted education may depend upon a shift from knowledge transmission and regimented evaluation to creative exploration, intentional reflectiveness, and mindful switching between task focus and imagining.
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Affiliation(s)
- Rebecca Gotlieb
- Rossier School of Education, University of Southern California, Los Angeles, California.,Brain and Creativity Institute, University of Southern California, Los Angeles, California
| | - Elizabeth Hyde
- Positive Psychology Center, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Mary Helen Immordino-Yang
- Rossier School of Education, University of Southern California, Los Angeles, California. .,Brain and Creativity Institute, University of Southern California, Los Angeles, California. .,Department of Psychology and Neuroscience Graduate Program, University of Southern California, Los Angeles, California.
| | - Scott Barry Kaufman
- Positive Psychology Center, University of Pennsylvania, Philadelphia, Pennsylvania. .,The Imagination Institute, Jenkintown, Pennsylvania.
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21
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Affiliation(s)
- Steven J. Spencer
- Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada, N2L 3G1;
| | - Christine Logel
- Renison University College, University of Waterloo, Waterloo, Ontario, Canada, N2L 3G1;
| | - Paul G. Davies
- Department of Psychology, University of British Columbia, Kelowna, British Columbia, Canada, V1V 1V7;
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Pillaud V, Rigaud D, Clémence A. The Influence of Chronic and Situational Social Status on Stereotype Susceptibility. PLoS One 2015; 10:e0144582. [PMID: 26645829 PMCID: PMC4672923 DOI: 10.1371/journal.pone.0144582] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2015] [Accepted: 11/20/2015] [Indexed: 11/19/2022] Open
Abstract
We tested whether stereotypical situations would affect low-status group members' performance more strongly than high-status group members'. Experiment 1 and 2 tested this hypothesis using gender as a proxy of chronic social status and a gender-neutral task that has been randomly presented to favor boys (men superiority condition), favor girls (women superiority condition), or show no gender preference (control condition). Both experiments found that women's (Experiment 1) and girls' performance (Experiment 2) suffered more from the evoked stereotypes than did men's and boys' ones. This result was replicated in Experiment 3, indicating that short men (low-status group) were more affected compared to tall men (high-status group). Additionally, men were more affected compared to women when they perceived height as a threat. Hence, individuals are more or less vulnerable to identity threats as a function of the chronic social status at play; enjoying a high status provides protection and endorsing a low one weakens individual performance in stereotypical situations.
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Affiliation(s)
- Vincent Pillaud
- Institute of Psychology, University of Lausanne, Lausanne, Switzerland
- * E-mail:
| | - David Rigaud
- Institute of Psychology, University of Lausanne, Lausanne, Switzerland
| | - Alain Clémence
- Institute of Psychology, University of Lausanne, Lausanne, Switzerland
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23
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Xin S, Xin Z, Lin C. Effects of trustors' social identity complexity on interpersonal and intergroup trust. EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY 2015. [DOI: 10.1002/ejsp.2156] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Sufei Xin
- Institute of Developmental Psychology; Beijing Normal University; Beijing China
- School of Psychology; Beijing Normal University; Beijing China
| | - Ziqiang Xin
- Department of Psychology at School of Social Development; Central University of Finance and Economics; Beijing China
| | - Chongde Lin
- Institute of Developmental Psychology; Beijing Normal University; Beijing China
- School of Psychology; Beijing Normal University; Beijing China
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Kalokerinos EK, von Hippel C, Zacher H. Is Stereotype Threat a Useful Construct for Organizational Psychology Research and Practice? INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/iops.12167] [Citation(s) in RCA: 62] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
AbstractStereotypes about different groups persist in organizations. Employees from such groups may experience stereotype threat, or the concern that they are being judged on the basis of demeaning stereotypes about groups to which they belong. The goal of this focal article is to discuss whether stereotype threat is a useful construct for organizational psychology research and practice. To this end, we focus on consequences other than acute performance deficits in laboratory settings. In particular, we examine studies that highlight the effects of stereotype threat on intrapersonal outcomes (e.g., job attitudes), interpersonal outcomes (e.g., negotiation), and on the relationship between employees and their organization. The research reviewed suggests that stereotype threat is a potentially important phenomenon in organizations, but it also highlights the paucity of research in an organizational context. We provide suggestions for future research directions as well as for the prevention and amelioration of stereotype threat in the workplace.
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Ryan LR, Brownlow S, Patterson B. Women’s Mental Rotation Abilities as a Function of Priming. ACTA ACUST UNITED AC 2015. [DOI: 10.4236/psych.2015.63021] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Deemer ED, Lin C, Graham R, Soto C. Development and Validation of a Measure of Threatening Gender Stereotypes in Science. JOURNAL OF CAREER ASSESSMENT 2014. [DOI: 10.1177/1069072714565772] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Despite increasing evidence that negative stereotypes adversely affect the career development of women in science, technology, engineering, and mathematics, measuring their effects has been a challenge. This study focuses specifically on the sciences, since some, particularly physics, are notably imbalanced in terms of gender diversity. Our aim was to develop and begin to validate a measure of gender stereotypes in science, referred to as the Stereotype Threat in Science Scale-Gender (STSS-G). Participants consisted of 629 undergraduate women enrolled in biology, chemistry, and physics courses. Results of exploratory and factor mixture analyses yielded support for a 7-item scale consisting of two factors, social identity and identity threat, and five latent classes underlying a heterogeneous population. Results of structural equation modeling indicated that the two latent variables were significantly associated with scores on existing measures of science identity and stereotype threat. The construct, differential, and concurrent validity of the STSS-G are discussed.
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Affiliation(s)
- Eric D. Deemer
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Chaihua Lin
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Ryan Graham
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Cristina Soto
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
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Tine M, Gotlieb R. Gender-, race-, and income-based stereotype threat: the effects of multiple stigmatized aspects of identity on math performance and working memory function. SOCIAL PSYCHOLOGY OF EDUCATION 2013. [DOI: 10.1007/s11218-013-9224-8] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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28
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Self-Affirmation in Occupational Training: Effects on the Math Performance of French Women Nurses under Stereotype Threat. SEX ROLES 2012. [DOI: 10.1007/s11199-012-0157-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Clark JK, Eno CA, Guadagno RE. Southern Discomfort: The Effects of Stereotype Threat on the Intellectual Performance of US Southerners. SELF AND IDENTITY 2011. [DOI: 10.1080/15298861003771080] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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30
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Taylor CA, Lord CG, McIntyre RB, Paulson RM. The Hillary Clinton effect. GROUP PROCESSES & INTERGROUP RELATIONS 2011. [DOI: 10.1177/1368430210382680] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
If successful role models undo stereotype threat effects by providing reassurance that group members can “take care of themselves,” then the same real-world role model might inspire those who think she deserved success, but fail to inspire those who think she did not. In a pilot study, some women participants listed Hillary Clinton high among women who deserved their success; others listed her high among women who did not deserve their success. The former participants, but not the latter, claimed her success came from internal and stable causes and would inspire them in difficult situations. In the main study, women rated how much Hillary Clinton deserved her success. One month later, they were placed under mathematics stereotype threat, read a factual biography of Hillary Clinton, and took a GRE-Q test. Those who had earlier claimed Clinton deserved her success scored as well as a test-only control group; those who had earlier claimed she did not deserve her success scored as poorly as a threat-only control group. The results are seen as contributing to theories of role models, stereotype threat, and attribution.
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Separating Implicit Gender Stereotypes regarding Math and Language: Implicit Ability Stereotypes are Self-serving for Boys and Men, but not for Girls and Women. SEX ROLES 2011. [DOI: 10.1007/s11199-010-9924-x] [Citation(s) in RCA: 79] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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32
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On the Interplay of Emotion and Cognitive Control: Implications for Enhancing Academic Achievement. PSYCHOLOGY OF LEARNING AND MOTIVATION 2011. [DOI: 10.1016/b978-0-12-387691-1.00005-3] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Brownlow S, Janas AJ, Blake KA, Rebadow KT, Mello LM. Getting by with a Little Help from My Friends: Mental Rotation Ability after Tacit Peer Encouragement. ACTA ACUST UNITED AC 2011. [DOI: 10.4236/psych.2011.24057] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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McIntyre RB, Paulson RM, Taylor CA, Morin AL, Lord CG. Effects of role model deservingness on overcoming performance deficits induced by stereotype threat. EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY 2010. [DOI: 10.1002/ejsp.774] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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A Review of the Stereotype Threat Literature and Its Application in a Neurological Population. Neuropsychol Rev 2008; 18:132-48. [DOI: 10.1007/s11065-008-9059-9] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2008] [Accepted: 02/22/2008] [Indexed: 11/26/2022]
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38
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Keller J, Bless H. When positive and negative expectancies disrupt performance: regulatory focus as a catalyst. EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY 2008. [DOI: 10.1002/ejsp.452] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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