Coping with negative stereotypes about intellectual performance: The role of psychological disengagement
Coping with negative stereotypes about intellectual performance: The role of psychological disengagement
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DOI：
10.1177/0146167298241003
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发表时间：
1998-01-01
影响因子：
4
通讯作者：
Crocker, J
中科院分区：
文献类型：
--
作者：
Major, B;Spencer, S;Crocker, J
两个实验测试的假设，消极刻板印象的群体成员心理脱离他们的自尊从反馈中收到的刻板印象相关的领域。在这两个实验中，非裔美国人和欧洲裔美国人的大学生接受了一个假智力测试的表现反馈，并完成了自尊的测量。在实验一中，欧洲裔美国学生成功后比失败后有较高的自尊，而非洲裔美国学生有类似的水平，无论反馈的自尊。测试是否被描述为种族偏见或文化公平没有影响。实验2研究了在何种程度上较少的响应非洲裔美国人是长期脱离智力测试或情境脱离启动种族刻板印象的结果。结果表明，慢性脱离和种族启动产生较少的反应，以负面的表现反馈之间的非洲裔美国人，但不是欧洲裔美国学生。性能的期望，自我评价，并对测试偏见的信念进行了讨论，这种关系可能的调解人。
Two experiments tested the hypothesis that members of negatively stereotyped groups psychologically disengage their self-esteem from feedback received in stereotype-relevant domains. In both experiments, African American and European American college students received performance feedback on a bogus intelligence test and completed measures of self-esteem. In Experiment I, European American students had high self-esteem after success than after failure, whereas African American students had similar levels of self-esteem regardless of feedback. Whether the test had been described as racially biased or culturally fair had no effect. Experiment 2 examined the extent to which lesser responsivity among African Americans is the result of chronic disengagement from intelligence tests or situational disengagement initiated by priming racial stereotypes. Results indicate that both chronic disengagement and racial priming engender less responsivity to negative performance feedback among African American but not European American students. Performance expectancies, self-evaluations, and beliefs about test bias are discussed as possible mediators of this relationship.