STEREOTYPE THREAT AND THE INTELLECTUAL TEST-PERFORMANCE OF AFRICAN-AMERICANS
STEREOTYPE THREAT AND THE INTELLECTUAL TEST-PERFORMANCE OF AFRICAN-AMERICANS
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DOI：
10.1037/0022-3514.69.5.797
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发表时间：
1995-11-01
影响因子：
7.6
通讯作者：
ARONSON, J
中科院分区：
文献类型：
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作者：
STEELE, CM;ARONSON, J
刻板印象威胁是一种风险，可能会确认对自己所在群体的负面刻板印象，这是他们的自我特征。研究1和研究2改变了参加困难口头测试的黑人参与者的刻板印象脆弱性，方法是改变他们的表现是否表面上是对能力的诊断，从而改变他们是否面临实现关于他们智力的种族刻板印象的风险。反映出这种脆弱性的压力，黑人在能力诊断条件下的表现逊于白人，但在非诊断条件下(控制了学业能力倾向测试)表现不佳。研究3证实，能力诊断在认知上激活了这些参与者的种族刻板印象，并激励他们不遵守种族刻板印象，或以此为评判标准。研究4表明，即使测试不是能力诊断，单是刻板印象的突出就会损害黑人的表现。刻板印象脆弱性在能力污名化群体的标准化测试表现中的作用被讨论。
Stereotype threat is being at risk of confirming, as self-characteristic, a negative stereotype about one's group. Studies 1 and 2 varied the stereotype vulnerability of Black participants taking a difficult verbal test by varying whether or not their performance was ostensibly diagnostic of ability, and thus, whether or not they were at risk of fulfilling the racial stereotype about their intellectual ability. Reflecting the pressure of this vulnerability, Blacks underperformed in relation to Whites in the ability-diagnostic condition but not in the nondiagnostic condition (with Scholastic Aptitude Tests controlled). Study 3 validated that ability-diagnosticity cognitively activated the racial stereotype in these participants and motivated them not to conform to it, or to be judged by it. Study 4 showed that mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic. The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed.