Stereotype Endorsement in Achievement Settings

一部大型文献记录了在表演环境中刻板印象的有害影响。当刻板印象变得突出时，这些刻板印象的目标往往达不到目标，并与与刻板印象相关的领域保持距离。该提案的目的是调查一种新的手段，通过这种手段，陈规定型观念变得突出，并可能在这些环境中传播。在归因理论、自我妨碍和刻板印象威胁研究的基础上，阿肯色大学的斯科特·艾德尔曼博士提出，表演者有时会认可针对他们所在群体的刻板印象，以忽视潜在的失败，这样做可能会保护自己免受否则经历的表现缺陷的影响。换句话说，通过认同某些刻板印象的某些方面，人们可以(具有讽刺意味地)保护自己免受失败的刺痛，或者当他们在一个关于他们群体的刻板印象非常普遍的领域取得成功时，自我感觉特别好。这些预测将通过操纵已知煽动贴现动机和刻板印象威胁影响的因素(例如，测试重要性)以及支持刻板印象的机会来检验。本研究具有一定的理论意义和实践意义。它交织了几个研究领域，以检验这一生态上有效但具有挑衅性的说法，即表演者有时会背书针对他们群体的刻板印象，以保护自己的个人地位。这项研究通过明确刻板印象的认识和认可之间的区别，解决了当代表不足的群体的表现可能受到群体期望的有害影响时，同时也确定了可能抵消甚至逆转这一过程的因素。这项研究还有望产生更广泛的影响：它在心理学和教育学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设定的影响。

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.