Testing stereotype threat: Does anxiety explain race and sex differences in achievement?
Testing stereotype threat: Does anxiety explain race and sex differences in achievement?
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DOI：
10.1006/ceps.2000.1052
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发表时间：
2001-07-01
影响因子：
10.3
通讯作者：
Osborne, JW
中科院分区：
文献类型：
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作者：
Osborne, JW
Steele（1992，1997）的刻板印象威胁理论试图解释少数民族学生在学术领域和女性在数学领域的表现不佳。斯蒂尔认为，测试情境中负面群体刻板印象的情境自我相关性会增加这些学生的焦虑，而这些不同的焦虑水平解释了表现差异。研究表明，刻板印象威胁的操纵会影响学习成绩。然而，很少有研究测试焦虑是否至少部分解释了种族和成就之间的关系。本研究的目的是探讨焦虑是否会解释种族差异的学习成绩和性别差异的数学成绩的背景下，全国代表性的样本高中毕业生。部分调解观察，焦虑解释了学业成绩的种族差异的显着部分。焦虑也部分解释了数学成绩的性别差异，尽管效果很小。这些结果为斯蒂尔的刻板印象威胁假说提供了普遍支持。(C)北京：科学出版社.
Steele's (1992, 1997) stereotype-threat theory attempts to explain underperformance of minority students in academic domains and of women in mathematics. Steele argues that situational self-relevance of negative group stereotypes in testing situations increases the anxiety these students experience and that these differential anxiety levels explain performance differences. Research shows that manipulation of stereotype threat can affect academic performance. However, there has been little research testing whether anxiety does at least partially explain the relationship between race and achievement. The goal of this study was to examine whether anxiety will explain racial differences in academic performance and gender differences in math performance in the context of a nationally representative sample of high school seniors. Partial mediation was observed, with anxiety explaining significant portions of the racial differences in academic performance. Anxiety also partially explained sex differences in math achievement, although the effect sizes were very small. These results provide general support for Steele's stereotype-threat hypothesis. (C) 2001 Academic Press.