Stereotype Threat Undermines Academic Learning
Stereotype Threat Undermines Academic Learning
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刻板印象威胁破坏学术学习
DOI：
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发表时间：
2011
影响因子：
4
通讯作者：
G. Walton
中科院分区：
文献类型：
--
作者：
V. J. Taylor;G. Walton
两个实验测试了刻板印象威胁是否会破坏学术知识的获得，从而损害表现，即使在没有威胁的环境中也是如此。在实验1中，黑人和白人学生在非威胁性或威胁性条件下学习生词。一到两周后，参与者回忆了单词的定义，一半是在非威胁的“热身”中，另一半是在威胁的“测试”中。重复过去的研究，黑人学生在测试中的表现比在热身时更差。但重要的是，在威胁性而非非威胁性环境中学习的黑人学生即使在热身时也表现得更差。白人学生没有受到影响。在实验2中，价值肯定消除了学习威胁效应，并提供了心理过程的证据。研究结果表明，刻板印象威胁会导致一种“双重危险”，即威胁会损害学习和表现。讨论涉及对群体差异的解释和理解短暂的减少威胁干预措施如何产生长期效益。
Two experiments tested whether stereotype threat can undermine the acquisition of academic knowledge and thus harm performance even in nonthreatening settings. In Experiment 1, Black and White students studied rare words in either nonthreatening or threatening conditions. One to two weeks later, participants recalled word definitions, half in a nonthreatening “warm-up” and half in a threatening “test.” Replicating past research, Black students performed worse on the test than on the warm-up. But importantly, Black students who had studied in the threatening rather than nonthreatening environment performed worse even on the warm-up. White students were unaffected. In Experiment 2, a value affirmation eliminated the learning-threat effect and provided evidence of psychological process. The results suggest that stereotype threat causes a form of “double jeopardy” whereby threat can undermine both learning and performance. The discussion addresses implications for the interpretation of group differences and for understanding how brief threat-reducing interventions can produce long-lasting benefits.
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影响因子：
7.6
作者：
Rodolfo Mendoza-Denton;G. Downey;V. Purdie;Angelina Davis;J. Pietrzak
通讯作者：
Rodolfo Mendoza-Denton;G. Downey;V. Purdie;Angelina Davis;J. Pietrzak
影响因子：
7.6
作者：
Grimm, Lisa R.;Markman, Arthur B.;Maddox, W. Todd;Baldwin, Grant C.
通讯作者：
Baldwin, Grant C.
影响因子：
4.1
作者：
Rosen, VM;Engle, RW
通讯作者：
Engle, RW
影响因子：
7
作者：
MacKinnon, DP;Lockwood, CM;Sheets, V
通讯作者：
Sheets, V
影响因子：
7.6
作者：
STEELE, CM;ARONSON, J
通讯作者：
ARONSON, J