Latent Ability: Grades and Test Scores Systematically Underestimate the Intellectual Ability of Negatively Stereotyped Students
Latent Ability: Grades and Test Scores Systematically Underestimate the Intellectual Ability of Negatively Stereotyped Students
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DOI：
10.1111/j.1467-9280.2009.02417.x
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发表时间：
2009-09-01
影响因子：
8.2
通讯作者：
Spencer, Steven J.
中科院分区：
文献类型：
--
作者：
Walton, Gregory M.;Spencer, Steven J.
过去的研究认为，学习成绩的群体差异完全反映了能力的真正差异。与此相反，扩大研究刻板印象的威胁，我们认为，标准的措施，学术表现是有偏见的非亚裔少数民族和对妇女的定量领域。这种偏见的结果不是从内容的表现措施，但从上下文中，他们被评估从心理威胁，在共同的学术环境，这抑制了表现的人的目标是负面的知识分子的刻板印象。就像田径星星遇到硬逆风的时候，这样的表现低估了刻板学生的真实能力。两项荟萃分析结合了来自五个国家的18，976名学生的数据，验证了这一潜在能力假设。这两项荟萃分析都发现，在减少心理威胁的条件下，刻板印象的学生在过去表现相同的情况下表现得比非刻板印象的学生好。我们讨论的解释和补救措施成就差距的影响。
Past research has assumed that group differences in academic performance entirely reflect genuine differences in ability. In contrast, extending research on stereotype threat, we suggest that standard measures of academic performance are biased against non-Asian ethnic minorities and against women in quantitative fields. This bias results not from the content of performance measures, but from the context in which they are assessed-from psychological threats in common academic environments, which depress the performances of people targeted by negative intellectual stereotypes. Like the time of a track star running into a stiff headwind, such performances underestimate the true ability of stereotyped students. Two meta-analyses, combining data from 18,976 students in five countries, tested this latent-ability hypothesis. Both meta-analyses found that, under conditions that reduce psychological threat, stereotyped students performed better than nonstereotyped students at the same level of past performance. We discuss implications for the interpretation of and remedies for achievement gaps.