When positive stereotypes threaten intellectual performance: The psychological hazards of "model minority" status
When positive stereotypes threaten intellectual performance: The psychological hazards of "model minority" status
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DOI：
10.1111/1467-9280.00277
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发表时间：
2000-09-01
影响因子：
8.2
通讯作者：
Bodenhausen, GV
中科院分区：
文献类型：
--
作者：
Cheryan, S;Bodenhausen, GV
亚裔美国女性在量化技能测试中的表现被研究为在测试时她们的亚裔、女性或个人身份是否突出的函数。在之前的研究中，种族显着性被发现会导致亚洲女性数学成绩的提高。然而，调查人员依赖于对种族显着性的微妙操纵，这可能没有引发对群体声誉的担忧，也没有突出关于亚洲人的常见文化刻板印象--数学能力。我们引导了对种族认同的关注，这种方式可能会让其他人的高表现期望更加突出。在这种情况下，种族突出会导致注意力集中能力下降，进而导致数学成绩显著下降。因此，尽管人们通常对亚洲人的数学技能持有积极的刻板印象，但在表现之前突出这些刻板印象可能会在高期望的压力下造成“窒息”的可能性。
Asian-American women's performance on a test of quantitative skill was studied as a function of whether their Asian, female, or individual identity was salient at the time of testing. In previous research, ethnicity salience was found to result in enhanced math performance among Asian women. However, the investigators relied on a subtle manipulation of ethnicity salience that likely did not invoke concerns about group reputation nor make salient the common cultural stereotypes concerning Asians, mathematical prowess. We induced a focus on ethnic identity in a manner that was likely to make other people's high performance expectations more salient. Under these conditions, ethnicity salience resulted in diminished ability tp concentrate, which in turn led to significantly impaired math performance. Thus, although people commonly hold positive stereotypes about Asians' mathematical skills, making these stereotypes salient prior to performance can create the potential for "choking" under the pressure of high expectations.