The role of interpersonal processes in self-stereotyping

描述（由申请人提供）：令人惊讶的是，很少有持续的研究项目，通过人际关系过程来研究刻板印象对目标的心理影响。本研究旨在探讨社会关系伙伴对刻板印象的相关评价如何转化为相应的自我评价和行为。这项工作是由来自共享现实理论的三个假设。当个体对其他社会行为者的关系动机高（关系社会调节假说;实验1，2，4，5），并且他们的评价与所考虑的领域明显相关（关系相关假说;实验3，6）时，个体的自我评价会“调节”到这些社会行为者对他们的评价。这种观点也表明，当个体对自己在所考虑的领域中的能力不确定（而不是确定）时，个体的自我评价会调整到他人对他们的评价（认知社会调整假说;实验7 - 10）。拟议的实验将有助于现存的了解刻板印象如何影响他们的目标，提供更好的理解自我如何更普遍地响应社会期望，并确定负面刻板印象群体的成员被他们的社会关系所损害的方式，以及他们如何利用社会关系来改善他们的行为和心理结果。此外，拟议的职业发展计划旨在解决每个独特的研究方案的挑战，同时提供主要研究者的机会，以提高她的研究技能。与此同时，计划的研究和职业发展活动将促进主要研究员的目标，即开展关于社会耻辱和自我的研究，增加影响，并发展作为研究人员和教师的富有成效的职业生涯。她目前的机构环境（弗吉尼亚大学）是实施这些计划的理想选择，因为它致力于为她提供足够的时间，资源和支持，以成功地制定这些计划。

DESCRIPTION (provided by applicant): Surprisingly, there are few sustained programs of research that examine the psychological impact of stereotypes on their targets via interpersonal processes. The proposed program of research examines how stereotype-relevant evaluations held by one's social relationship partners are translated into corresponding self-evaluations and behavior. This work is guided by three hypotheses derived from shared reality theory. Individuals' self-evaluations will "tune" to other social actors' evaluations of them when relationship motivation toward these social actors is high (relational social tuning hypothesis; Experiments 1,2, 4, 5) and their evaluations are clearly relevant to the domain under consideration (relationship relevance hypothesis; Experiment 3, 6). This perspective also suggests that individuals' self-evaluations will tune to others' evaluations of them when they are uncertain, as opposed to certain, of their own abilities in the domain under consideration (epistemic social tuning hypothesis; Experiment 7 - 10). The proposed experiments will contribute to extant understanding of how stereotypes impact their targets, provide greater understanding of how the self responds to social expectations more generally, and identify ways in which members of negatively stereotyped groups are damaged by their social relationships as well as how they can use social relationships to better their behavioral and psychological outcomes. In addition, the proposed career development plan is designed to tackle each of the challenges unique to this program of research while affording the principal investigator the opportunity to enhance her research skills. In concert, the planned research and career development activities will forward the principal investigator's goals of conducting research on social stigma and the self with increasing impact and developing a productive career as a researcher and teacher. Her current institutional environment (University of Virginia) is ideal for the implementation of these plans because it is committed to providing her with sufficient time, resources and support to successfully enact them.