Stereotype ThreatTheory, Process, and Application
Stereotype ThreatTheory, Process, and Application
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刻板印象威胁理论、过程和应用
DOI：
10.1093/acprof:oso/9780199732449.001.0001
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发表时间：
2011
期刊：
影响因子：
5.8
通讯作者：
T. Schmader
中科院分区：
文献类型：
--
作者：
M. Inzlicht;T. Schmader
21世纪世纪给课堂和劳动力带来了前所未有的多样性。现在，在小学、高中和大学的教室里，更不用说在董事会和工厂的地板上，种族、性别和宗教信仰的混合是很常见的。但是，这些在学术和经济机会方面的变化并没有直接转化为在学术成绩、职业机会和进步水平方面消除群体差异。科学界和大众媒体对这些差异进行了激烈辩论，对这些差异的标准解释从认为妇女和少数群体天生能力较差到认为这些人口群体的成员是阻碍发展成功所需技能的环境的产物。尽管这些解释在先天与后天的连续体上沿着而不同，但它们都有一个共同的假设，即我们人口中的很大一部分缺乏取得学术和职业成功的潜力。与生物学或教养等棘手的因素相反，本书中总结的研究表明，一个人的直接情况中的因素在暂时抑制女性和少数民族的智力表现方面发挥了关键但未被重视的作用，创造了一种能力差异的群体错觉。过去15年的研究表明，仅仅是文化上的刻板印象的存在，就断言这些群体的智力低下，为被污名化的个人创造了一个威胁性的智力环境--一种他们所说或所做的一切都是通过低期望的透镜来解释的气氛。这种刻板印象的威胁最终会干扰智力功能和学术参与，为以后在教育程度、职业选择和工作晋升方面的差异奠定基础。
The 21st century has brought with it unparalleled levels of diversity in the classroom and the workforce. It is now common to see in elementary school, high school, and university classrooms, not to mention boardrooms and factory floors, a mixture of ethnicities, races, genders, and religious affiliations. But these changes in academic and economic opportunities have not directly translated into an elimination of group disparities in academic performance, career opportunities, and levels of advancement. Standard explanations for these disparities, which are vehemently debated in the scientific community and popular press, range from the view that women and minorities are genetically endowed with inferior abilities to the view that members of these demographic groups are products of environments that frustrate the development of the skills needed for success. Although these explanations differ along a continuum of nature vs. nurture, they share in common a presumption that a large chunk of our population lacks the potential to achieve academic and career success. In contrast to intractable factors like biology or upbringing, the research summarized in this book suggests that factors in one's immediate situation play a critical yet underappreciated role in temporarily suppressing the intellectual performance of women and minorities, creating an illusion of group differences in ability. Research conducted over the course of the last fifteen years suggests the mere existence of cultural stereotypes that assert the intellectual inferiority of these groups creates a threatening intellectual environment for stigmatized individuals-a climate where anything they say or do is interpreted through the lens of low expectations. This stereotype threat can ultimately interfere with intellectual functioning and academic engagement, setting the stage for later differences in educational attainment, career choice, and job advancement.