Rising to the threat: Reducing stereotype threat by reframing the threat as a challenge
Rising to the threat: Reducing stereotype threat by reframing the threat as a challenge
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DOI：
10.1016/j.jesp.2009.09.014
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发表时间：
2010-01-01
影响因子：
3.5
通讯作者：
Ruble, Diane N.
中科院分区：
文献类型：
--
作者：
Alter, Adam L.;Aronson, Joshua;Ruble, Diane N.
在两个实验中，我们发现，当刻板印象威胁被巧妙地重新定义为挑战时，刻板印象威胁的表现抑制后果被消除了。在实验1中，北卡罗来纳州的黑人学生完成了一项10项数学测试。在参加测试之前报告比赛的参与者比完成测试后报告比赛的参与者表现更差，除非测试被视为挑战。实验2在一所名牌大学的本科生中复制了这种效果。当被提醒他们毕业于在大学中代表性很差的高中时，他们在数学考试中的表现比同龄人更差。然而，当测试被重新定义为挑战时，这种威胁对他们的表现没有影响。这些研究结果进行了讨论，他们的理论和实际应用教育和运动训练。(C)2009爱思唯尔公司All rights reserved.
In two experiments, we found that the performance-inhibiting consequences of stereotype threat were eliminated when the threat was subtly reframed as a challenge. In Experiment 1, Black school children in North Carolina completed a 10-item mathematics test. Participants who reported their race before taking the test performed more poorly than participants who reported their race after completing the test, unless the test was framed as a challenge. Experiment 2 replicated this effect with undergraduates at a prestigious university. When reminded that they graduated from high schools that were poorly represented at the university, they performed more poorly than their peers on a math test. However, when the test was reframed as a challenge, this threat had no effect on their performance. These findings are discussed in terms of their theoretical and practical applications for both educational and athletic training. (C) 2009 Elsevier Inc. All rights reserved.