Stereotype Endorsement in Achievement Settings

大量文献记录了刻板印象在表演环境中的有害影响。当刻板印象变得突出时，这些刻板印象的目标往往表现不佳，并使自己远离与刻板印象相关的领域。该提案的目的是研究一种新的方法，通过这种方法，刻板印象变得突出，并可能在这些环境中传播。基于归因理论、自我设障和刻板印象威胁的研究，阿肯色大学的斯科特·艾德尔曼博士提出，表演者有时会认同针对他们群体的刻板印象，以降低潜在的失败，这样做可以保护自己免受表现缺陷的影响。换句话说，通过认同某些刻板印象的某些方面，人们可以（讽刺地）保护自己免受失败的伤害，或者当他们在一个对自己群体的刻板印象非常普遍的领域取得成功时，他们会对自己感觉特别好。这些预测将通过操纵已知的因素来测试，这些因素会引发贴现动机和刻板印象威胁效应（例如，测试重要性），以及认可刻板印象的机会。本研究具有理论和实践意义。它编织了几个研究领域来测试一个生态学上有效但具有挑衅性的说法，即表演者有时为了保护自己的个人地位而支持对他们群体的刻板印象。通过对刻板印象的认识和认可之间的明显区别，本研究解决了代表性不足的群体的表现何时可能受到群体期望的有害影响，同时也确定了可能抵消甚至逆转这一过程的因素。这项研究也保证了更广泛的影响：它在心理学和教育领域之间架起了一座桥梁，并为代表性不足的群体提供了参与研究过程各个方面的机会。这些研究的结果将广泛传播给学者和公众，包括学生和教育工作者，以便所有人都能了解陈规定型观念对成就环境的影响。

A large literature documents the pernicious influence of stereotypes in performance contexts. When stereotypes are made salient, targets of these stereotypes tend to underachieve, and distance themselves from domains in which stereotypes are relevant. The aim of the proposal is to investigate a novel means by which stereotypes become salient and may spread within these settings. Building on attribution theory, self-handicapping, and stereotype threat research, Dr. Scott Eidelman (University of Arkansas) proposes that performers sometimes endorse stereotypes against their group to discount potential failure, and that doing so may shield the self from performance deficits otherwise experienced. In other words, by agreeing with aspects of certain stereotypes, people can (ironically) protect themselves from the sting of failure or feel particularly good about themselves when they succeed in a domain in which stereotypes about their group are highly prevalent. These predictions will be tested by manipulating factors known to instigate both discounting motives and stereotype threat effects (e.g., test importance), as well as the opportunity to endorse stereotypes. This research has theoretical and practical implications. It weaves several research areas to test the ecologically valid but provocative claim that performers sometimes endorse stereotypes against their group to protect their own personal standing. By delineating a sharp distinction between awareness and endorsement of stereotypes, this research addresses when the performance of underrepresented groups may suffer from the pernicious influence of group expectations while also identifying factors that may offset or even reverse this process. This research also promises broader impacts: it provides a bridge between the fields of psychology and education and provides opportunities for under-represented groups to take part in all aspects of the research process. Results of these studies will be disseminated widely to scholars and the public, including students and educators, so that all may be informed of the impact of stereotypes in achievement setttings.