SCIENTIST DEVELOPMENT AWARD FOR NEW MINORITY FACULTY

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检验刻板印象对其目标的心理影响。拟议的研究项目考察了一个人的社会关系伙伴所持有的与刻板印象相关的评价是如何转化为相应的自我评价和行为的。这项工作以共享现实理论的三个假设为指导。当个体对其他社会行为人的关系动机较高时，个体的自我评价会“调谐”到其他社会行为人对自己的评价（关系社会调谐假设；实验1、2、4、5），并且他们的评价与所考虑的领域明显相关（关系相关假设；实验3、6）。这一观点还表明，当个体不确定自己在某一领域的能力时，他们的自我评价会与他人对自己的评价相一致，而不是确定自己的能力（认知社会调节假说；实验7 - 10）。提出的实验将有助于现有的刻板印象如何影响他们的目标的理解，提供更广泛的自我对社会期望的反应，并确定消极刻板印象群体的成员被社会关系损害的方式，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该研究项目所特有的每一个挑战，同时为首席研究员提供提高研究技能的机会。与此同时，计划中的研究和职业发展活动将推进首席研究员的目标，即开展社会耻辱和自我研究，并产生越来越大的影响，并发展成为一名研究人员和教师的富有成效的职业。她目前的机构环境（弗吉尼亚大学）非常适合实施这些计划，因为它致力于为她提供足够的时间、资源和支持来成功实施这些计划。

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.