A threat in the air - How stereotypes shape intellectual identity and performance
A threat in the air - How stereotypes shape intellectual identity and performance
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DOI：
10.1037/0003-066x.52.6.613
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发表时间：
1997-06-01
影响因子：
16.4
通讯作者：
Steele, CM
中科院分区：
文献类型：
--
作者：
Steele, CM
领域识别的一般理论被用来描述女性在高级量化领域仍然面临的成就障碍，以及非裔美国人在学校面临的障碍。该理论假定，学校的持续成功需要对学校及其子领域的认同；对这些群体的社会压力(例如，经济劣势、性别角色)可能会挫败这种认同；在这些群体被负面定型的学校领域，那些被认同为领域的人面临着刻板印象威胁的进一步障碍，即其他人的判断或自己的行动将在该领域对他们进行负面定型的威胁。研究表明，这种威胁极大地压低了女性和非裔美国人的标准化考试表现，他们是该群体的学术先锋(对标准化考试表现的群体差异提供了新的解释)，它导致了对学校的不认同，减少这种威胁的做法可以减少这些负面影响。
A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.