When white men can't do math: Necessary and sufficient factors in stereotype threat
When white men can't do math: Necessary and sufficient factors in stereotype threat
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DOI：
10.1006/jesp.1998.1371
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发表时间：
1999-01-01
影响因子：
3.5
通讯作者：
Steele, CM
中科院分区：
文献类型：
--
作者：
Aronson, J;Lustina, MJ;Steele, CM
关于“刻板印象威胁”的研究（Aronson，Quinn，＆Spencer，1998; Steele，1997; Steele＆Aronson，1995）表明，某些文化少数群体所承担的智力自卑的社会污名可能会破坏标准化的测试表现和成员的学校成员成员的成员这些群体。这项研究测试了两个关于刻板印象威胁的必要条件以损害智力测试表现的假设。首先，我们检验了以下假设：要干扰绩效，刻板印象威胁既不需要污名化的历史，也不需要内在的智力自卑感，而是由于情境压力而导致的。两个实验测试了这一概念的参与者，我们测试了该领域中不存在低能力的刻板印象，实际上，他们被选中在该领域的高能力（数学上的白人男性）中被选为高能力。在研究1中，我们通过与在数学（亚洲人）上表现出刻板印象的比较来引起刻板印象威胁。如前所述，这些刻板印象的白人男性在难度的数学测试中的表现要比非疾病的对照组更糟糕。研究2复制了这种效果，并进一步测试了以下假设：刻板印象威胁是由域鉴定介导的pan介导的，因此最有可能破坏对被测试的域高度识别的个体的表现。根据其对刻板印象威胁理论以及标准化测试的发展的影响，讨论了结果。 （c）1999学术出版社。
Research on "stereotype threat" (Aronson, Quinn, & Spencer, 1998; Steele, 1997; Steele & Aronson, 1995) suggests that the social stigma of intellectual inferiority borne by certain cultural minorities can undermine the standardized test performance and school outcomes of members of these groups. This research tested two assumptions about the necessary conditions for stereotype threat to impair intellectual test performance. First, we tested the hypothesis that to interfere with performance, stereotype threat requires neither a history of stigmatization nor internalized feelings of intellectual inferiority, but can arise and become disruptive as a result of situational pressures alone. Two experiments tested this notion with participants for whom no stereotype of low ability exists in the domain we tested and who, in fact, were selected for high ability in that domain (math-proficient white males). In Study 1 we induced stereotype threat by invoking a comparison with a minority group stereotyped to excel at math (Asians). As predicted, these stereotype-threatened white males performed worse on a difficult math test than a nonstereotype-threatened control group. Study 2 replicated this effect and further tested the assumption that stereotype threat is in pan mediated by domain identification and, therefore, most likely to undermine the performances of individuals who are highly identified with the domain being tested. The results are discussed in terms of their implications for the development of Stereotype threat theory as well as for standardized testing. (C) 1999 Academic Press.