Categories

Category: Stereotyped Attitudes

  • Is No Child Left Behind 'Wise Schooling' for African American Male Students?

    1/1/03 - McMillian, Monique

    To improve achievement among African American students, education professions must pay special attention to African American male achievement and reframe the academic achievement gap as a treatment gap. Engagement studies suggest that African American students, and African American boys in particular, are susceptible to academic disengagement. Specifically, research (Steele and Aronson 1995; Osborne 1995) suggests that education professionals' "stereotypes about ability" are partly...

  • Performance boosts in the classroom: Stereotype endorsement and prejudice moderate stereotype lift

    1/1/08 - Chatard, Armand, Selimbegović, Leila, Konan, Paul, Mugny, Gabriel

    The present study (N = 293) examined whether stereotype endorsement and prejudice moderate stereotype lift (i.e., a performance boost caused by the salience of a negative out-group stereotype in the testing situation). The stereotype in the focus of inquiry was the belief that immigrant students have lower intellectual ability than native students. French native high school students performed an intellectual test in a condition of low stereotype salience (the test was presented as assessing...

  • Recursive processes in self-affirmation: Intervening to close the minority achievement gap

    1/1/09 - Cohen, Geoffrey L., Garcia, Julio, Purdie-Vaughns, Valerie, Apfel, Nancy, Brzustoski, Patricia

    A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lesson minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts (N=133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on self-affirming value, reduced the racial achievement gap. Over 2 years, the grade...

  • Reducing the Racial Achievement Gap: A Social-Psychological Intervention

    1/1/06 - Cohen, Geoffrey L., Garcia, Julio, Apfel, Nancy, Master, Allison

    Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could...

  • Stereotype Threat Does Not Live by Steele and Aronson (1995) Alone

    1/1/04 - Steele, Claude M., Aronson, Joshua A.

    This comment notes that P. R. Sackett et al (see record 2004-10043-001) have raised a concern: that 29 mischaracterizations of an experiment from C. M. Steele and J. Aronson (see record 1996-12938-001) spread over 8 years of media reports, journal articles, and textbooks could mislead teachers, students, researchers, policymakers, and parents into believing that the African American-White test-score gap is entirely caused by stereotype and not at all by group differences in opportunities and...

  • Stereotype Threat Undermines Intellectual Performance by Triggering a Disruptive Mental Load

    1/1/04 - Croizet, Jean-Claude, Després, Gérard, Gauzins, Marie-Eve, Huguet, Pascal, Leyens, Jacques-Philippe, Méot, Alain

    Research on stereotype threat has repeatedly demonstrated that the intellectual performance of social groups is particularly sensitive to the situational context in which tests are usually administered. In the present experiment, an adaptation of the Raven Advanced Progressive Matrices Test was introduced as a measure of cognitive ability. Results showed that individuals targeted by a reputation of intellectual inferiority scored lower on the test than did other people. However, when the...

  • Stigma Consciousness and the Race Gap in College Academic Achievement

    1/1/05 - Brown, Ryan P., Lee, Monica N.

    Stereotyped individuals vary in how chronically self-conscious they are of their stigmatized status, a variable called stigma consciousness. The present study examined whether stigma consciousness was negatively related to academic achievement in college for academically stigmatized (Black and Hispanic) students, but not for academically non-stigmatized (White and Asian) students. Results revealed that stigmatized students who were high in stigma consciousness had lower GPAs than stigmatized...

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