Psychology Dictionary of ArgumentsHome
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| Stereotype threat: Stereotype threat in psychology refers to the risk of confirming negative stereotypes about one's social group. This threat can impair performance, as individuals become anxious about being judged or reinforcing these stereotypes. It primarily affects marginalized groups, influencing behavior, identity, and self-esteem. See also Discrimination, Social identity, Group identity, Self-esteem, Self, Performance, Stereotypes._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. | |||
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Psychological Theories on Stereotype Threat - Dictionary of Arguments
Haslam I 249 Stereotype threat/psychological theories: after Steele and Aronson’s (1995)(1) article introducing the concept of stereotype threat which was about the behavior of African Americans in test situations Stereotype threat/Aronson/Steele, >Experiment/Aronson/Steele), researchers from many different labs began reporting evidence for the notion that essentially any group, given the right context, could feel threatened by a negative stereotype in ways that might undermine performance. In addition to the original effects among African Americans taking a verbal ability test, stereotype threat effects have been documented among Latinos, individuals of low socioeconomic status (SES), and psychology majors (compared with science majors) taking a challenging test of intellectual ability (Gonzales et al., 2002(2); Croizet et al., 1998,2004(3)). Other studies of cognitive performance have shown that stereotype threat can affect elderly individuals completing a memory assessment, individuals with a history of mental illness taking an intellectual test (Quinn et al., 2004)(4), or head trauma patients taking a neurological test (Kit et al., 2008)(5). Considerable follow-up research has applied the theory to understand the often-found gender gap in mathematical testing (Logel et al., 2012(6); Spencer et al., 1999)(7). Behavior: Beyond effects on intellectual or cognitive performance, stereotype threat has also been shown to impair other kinds of behaviours. Sports: Stereotype threat can affect Whites completing what was assumed to be a test of athletic ability (Stone et al., 1999)(8), women engaging in negotiations with men (Kray et al., 2001)(9), and women completing driving simulations (Yeung and von Hippel, 2008)(10). Associations: In more social contexts, stereotype threat can lead Whites concerned with appearing racist to experience mental load in interracial interactions (Richeson and Shelton, 2003)(11) or exhibit greater activation of bias on an implicit association test (Frantz et al., 2004)(12). Sensitivity: Stereotype threat can lead men to underperform on measures of social sensitivity (Koenig and Eagly, 2005)(13) and elevate anxiety among gay men led to believe they would be interacting with children (Bosson et al., 2004)(14). Sexism: Cues to subtle sexism, a cartoon demeaning women’s math performance on a lab wall, can for example impair women’s math performance (Adams et al., 2006(15); Oswald and Harvey, 2000(16)). Minority: But simply being outnumbered by men in a math or science context can also trigger a concern among women that they might not belong or perform well in the setting (Inzlicht and Ben-Zeev, 2000(17); Murphy, Steele and Gross, 2007(18)). Anonymity: Importantly, individuals often need to feel personally invested in doing well, as individual anonymity often reduces effects (Jamieson and Harkins, 2010(19); Wout et al., 2008(20); Zhang et al., 2013)(21). >Stereotype threat/Forbes/Schmader, >Explanation/Forbes/Schmader, >Stereotypes/Social Psychology. 1. Steele, C.M. and Aronson, J. (1995) ‘Stereotype threat and the intellectual test performance of African-Americans’, Journal of Personality and Social Psychology, 69: 797—811. 2. Gonzales, P.M., Blanton, H. and Williams, K.J. (2002) ‘The effects of stereotype threat and double-minority status on the test performance of Latino women’, Personality and Social Psychology Bulletin, 28: 659—70. 3. Croizet, J., Després, G., Gauzins, M., Huguet, P., Leyens, J. and Méot, A. (2004) ‘Stereotype threat undermines intellectual performance by triggering a disruptive mental load’, Personality and Social Psychology Bulletin, 30: 721—31. 4. Quinn, D.M., Kahng, S.K. and Crocker, J. (2004) ‘Discreditable: Stigma effects of revealing a mental illness history on test performance Personality and Social Psychology Bulletin, 30: 803—15. 5. Kit, K.A., Tuokko, H.A. and Mateer, C.A. (2008) ‘A review of the stereotype threat literature and its application in a neurological population’, Neuropsychology Review, 18: 132—48. 6. Logel, C.R., Walton, G.M., Spencer, S.J., Peach, J. and Mark, Z.P. (2012) Unleashing latent ability: Implications of stereotype threat for college admissions’, Educational Psychologist, 47: 42—50. 7. Spencer, S.J., Steele, C.M. and Quinn, D.M. (1999) ‘Stereotype threat and women’s math performance’, Journal of Experimental Social Psychology, 35:4—28. 8. Stone, J., Lynch, C.I., Sjomeling, M. and Darley, J.M. (1999) ‘Stereotype threat effects on Black and White athletic performance’, Journal of Personality and Social Psychology, 77: 1213—2 7. 9. Kray, L.J., Thompson, L. and Galinsky, A. (2001) Batt1e of the sexes: Gender stereotype confirmation and reactance in negotiations’, Journal of Personality and Social Psychology, 80: 942—58. 10. Yeung, N.CJ. and von Hippel, C. (2008) ‘Stereotype threat increases the likelihood that female drivers in a simulator run over jaywalkers’, Accident Analysis and Prevention, 40: 66 7—74. 11. Richeson, J.A. and Shelton, J.N. (2003) ‘When prejudice does not pay: Effects of interracial contact on executive function’, Psycho1ogica Science, 14: 28 7—90. 12. Frantz, C.M., Cuddy, A.J.C., Burnett, M., Ray, H. and Hart, A. (2004) ‘A threat in the computer: The race implicit association test as a stereotype threat experience’, Personality and Social Psychology Bulletin, 30: 1611—24. 13. Koenig, A.M. and Eagly, A.H. (2005) ‘Stereotype threat in men on a test of social sensitivity’, Sex Roles, 52:489—96. 14. Bosson, J.K., Haymovitz, E.L. and Pinel, E.C. (2004) When saying and doing diverge: The effects of stereotype threat on self-reported versus non-verbal anxiety’, Journal of Experimental Social Psychology, 40: 247—5 5. 15. Adams, G., Garcia, D.M., Purdie-Vaughns, V. and Steele, C.M. (2006) ‘The detrimental effects of a suggestion of sexism in an instruction situation’, Journal of Experimental Social Psychology, 42: 602—15. 16. Oswald, D.L. and Harvey, R.D. (2000) ‘Hostile environments, stereotype threat, and math performance among undergraduate women’, Current Psychology: Developmental, Learning, Personality, Social, 19: 3 38—56. 17. Inzlicht, M. and Ben-Zeev, T. (2000) ‘A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males’, Psychological Science, 1 1: 365—71. 18. Murphy, M.C., Steele, C.M. and Gross, J.J. (2007) ‘Signaling threat: How situational cues affect women in math, science, and engineering settings’, Psychological Science, 18: 879—85. 19. Jamieson, J.P. and Harkins, S.G. (2010) ‘Evaluation is necessary to produce stereotype threat performance effects’, Social Influence, 5: 75—86. 20. Wout, D., Danso, H., Jackson, J. and Spencer, S. (2008) ‘The many faces of stereotype threat: Group- and se1f-threat, Journal of Experimental Social Psychology, 44:792—99. 21. Zhang, S., Schmader, T. and Hall, W.M. (2013) L’eggo my ego: Reducing the gender gap in math by unlinking the self from performance’, Self and Identity, 12: 400—12. Toni Schmader and Chad Forbes, “Stereotypes and Performance. Revisiting Steele and Aronson’s stereotypes threat experiments”, in: Joanne R. Smith and S. Alexander Haslam (eds.) 2017. Social Psychology. Revisiting the Classic Studies. London: Sage Publications_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition. |
Psychological Theories Haslam I S. Alexander Haslam Joanne R. Smith Social Psychology. Revisiting the Classic Studies London 2017 |
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