From Stereotype Threat to Stereotype Threats: Testing a Multi-Threat Framework

这项研究项目建立在刻板印象威胁研究的最新进展的基础上，通过调查区分不同形式的刻板印象威胁的多重威胁框架。学术和组织环境的情景方面，比如在考试前立即填写人口统计信息，是一家工程公司的唯一女性，或者是精英大学高年级课程中唯一的少数族裔，可能会产生明显的负面刻板印象，引发一连串令人分心的想法和担忧。刻板印象威胁研究表明，这些担忧最终会在与刻板印象相关的任务和领域中造成认知、动机和表现上的差异。这项工作侧重于刻板印象威胁的心理体验，并有助于解释为什么妇女、种族/少数民族和其他常见的刻板印象群体在许多领域的代表性不足。建议的实验将从公认的认知任务和传统的刻板印象威胁范式中测试刻板印象威胁的可区分性。第一组实验探索了在不同情况下出现的不同刻板印象威胁。第二组实验探索了负面刻板印象群体之间和内部可能出现的不同刻板印象威胁。第三组实验将使用多威胁框架来测试旨在减少不同形式的刻板印象威胁的干预措施。最终，这项研究可以增强我们对谁面临刻板印象威胁的风险、他们何时面临风险、为什么他们面临风险以及如何降低这种风险的了解。此外，鉴于本科生和研究生对刻板印象威胁这一主题感兴趣，这项研究将促进实践研究培训以及参加会议和出版出版物。

This research project builds upon recent advances in stereotype threat research by investigating a Multi-Threat Framework that distinguishes between different forms of stereotype threat. Situational aspects of academic and organizational environments, such as filling out demographic information immediately before taking a test, being the only woman in an engineering firm, or being the only racial minority in an upper division course at an elite university, can make salient negative stereotypes that elicit a cascade of distracting thoughts and concerns. Stereotype threat research reveals that these concerns ultimately create disparities in cognition, motivation, and performance in stereotype-relevant tasks and fields. This work focuses on the psychological experience of stereotype threat and helps to explain why women, racial/ethnic minorities, and other commonly stereotyped groups are under-represented in many fields. The proposed experiments will test the differentiability of the stereotype threats, drawing from well-established cognitive tasks and traditional stereotype threat paradigms. The first set of experiments explores the different stereotype threats that emerge in different situations. The second set of experiments explores the different stereotype threats that are likely to emerge between and within negatively stereotyped groups. The third set of experiments will employ the Multi-Threat Framework to test interventions designed to reduce the different forms of stereotype threat. Ultimately, this research can enhance our knowledge of who is at risk for stereotype threat, when they are at risk, why they are at risk, and how to reduce that risk. In addition, given that the topic of stereotype threat is of interest to undergraduate and graduate students, this research will facilitate hands-on research training as well as conference participation and publications.