Stereotype Threat: Psychological and Intergroup Effects

描述(申请人提供)：拟议的研究调查刻板印象威胁的心理和群体间影响，朝着更广泛的目标，鼓励对自己和他人的积极评价，减少群体间情境中的焦虑，并促进刻板印象和非刻板印象群体成员对跨群体合作的积极期望。刻板印象威胁的研究传统上侧重于个体的表现结果(例如，Steele&Aronson，1995；Steele，Spencer，&Aronson，2002)，但刻板印象威胁的条件也可能对团队成员如何感知和评估自己和彼此，以及他们对与另一组成员合作的感受产生深远的影响。考虑到随着教育和组织环境变得越来越多样化，群体成员在相互联系时经常面临的困难，这种刻板印象威胁研究的扩展尤为重要(Crocker，Majer，&Steele，1998；Breyer，Von Hippel，&Gooden，1999)。三项实验研究将在性别关系的背景下探索这些问题，在性别关系中，男性和女性将被要求在性别刻板印象的数学领域进行合作(参见Eccle&Jacobs，1986；Spencer，Steele，&Quinn，1999)。第一项研究将考察刻板印象和非刻板印象的群体成员的情绪状态、对自己和他人能力的评估以及对跨群体合作的期望如何受到刻板印象威胁条件的影响。第二个研究将考察刻板印象威胁的条件是否会促进刻板印象和非刻板印象群体成员之间不同的言语和非言语行为模式，因为这样的行为通常可以揭示关于群体地位和相对能力的潜在信念(参见Carli&Eagly，1999；Henley，1977；LaFrance&Mayo，1978)；然后将考察言语和非言语行为与群体成员自我报告的反应的关系，以评估新出现的行为模式如何有助于群体成员对自己能力的评估，他们对如何被感知的信念，以及他们对未来跨群体互动的感受。第三项研究测试了在这种合作中实现群体平等地位的不同策略，以减轻刻板印象威胁对两个群体成员的自我和群体间感知和评价的有害影响。未来的研究将通过在其他组间环境中复制观察到的发现模式来扩展这项工作，并通过检查组成员对跨组协作的信念如何调节他们对刻板印象威胁条件的反应来扩展这项工作。

DESCRIPTION (provided by applicant): The proposed research investigates the psychological and intergroup effects of stereotype threat, toward the broader goals of encouraging positive evaluations of self and others, reducing anxiety in intergroup contexts, and promoting positive expectations for cross-group collaborations among members of stereotyped and non-stereotyped groups. Stereotype threat research has traditionally focused on individual performance outcomes (e.g., Steele & Aronson, 1995; Steele, Spencer, & Aronson, 2002), but conditions of stereotype threat may also have profound effects on how group members perceive and evaluate themselves and each other, and how they feel about working with members of the other group. Such extensions of stereotype threat research are especially important to consider, given the difficulties group members often face when relating to each other as educational and organizational contexts become increasingly diverse (Crocker, Major, & Steele, 1998; Brewer, Von Hippel, & Gooden, 1999). Three experimental studies will explore these issues in the context of gender relations, where men and women will be asked to collaborate in the gender-stereotyped domain of mathematics (see Eccles & Jacobs, 1986; Spencer, Steele, & Quinn, 1999). The first study will examine how stereotyped and non-stereotyped group members' emotional states, evaluations of their own and others' abilities, and expectations for crossgroup collaborations are affected by conditions of stereotype threat. A second study will investigate whether conditions of stereotype threat promote different patterns of verbal and non-verbal behavior among members of stereotyped and non-stereotyped groups, as such behavior can often reveal underlying beliefs regarding group status and relative ability (see Carli & Eagly, 1999; Henley, 1977; LaFrance & Mayo, 1978); verbal and nonverbal behaviors will then be examined in relation to group members' self-reported responses, to assess how emerging patterns of behavior contribute to group members' evaluations of their own abilities, their beliefs about how they are perceived, and their feelings toward future cross-group interactions. The third study tests different strategies for implementing equal status between the groups during such collaborations, in order to mitigate the deleterious effects of stereotype threat on self- and intergroup perceptions and evaluations among members of both groups. Future research will extend this work by replicating observed patterns of findings in other intergroup contexts, and by examining how the beliefs that group members bring to cross-group collaborations may moderate their responses to conditions of stereotype threat.