The many faces of stereotype threat: Group- and self-threat

Contending with negative intellectual stereotypes has been shown to depress the academic performance of targets of the stereotypes [Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629]. The present paper examines whether women’s mathematics performance is differentially affected by the concern of confirming that a negative stereotype is true of the self (self-threat), than by the concern of confirming that the stereotype is true of their gender (group-threat). In two studies we independently manipulated these different threats for women taking a mathematics test. Gender identification moderated the effect of group-threats on test performance; only women highly identified with their gender underperformed. The performance of less gender-identified women was unaffected by group-threats. In contrast, gender identification did not moderate the effect of self-threats—both high- and low-identified women underperformed. The results of these studies suggest that women’s math performance is differentially affected by the source of the threat.     

Latent Ability: Grades and Test Scores Systematically Underestimate the Intellectual Ability of Negatively Stereotyped Students

ABSTRACT— Past research has assumed that group differences in academic performance entirely reflect genuine differences in ability. In contrast, extending research on stereotype threat, we suggest that standard measures of academic performance are biased against non-Asian ethnic minorities and against women in quantitative fields. This bias results not from the content of performance measures, but from the context in which they are assessed—from psychological threats in common academic environments, which depress the performances of people targeted by negative intellectual stereotypes. Like the time of a track star running into a stiff headwind, such performances underestimate the true ability of stereotyped students. Two meta-analyses, combining data from 18,976 students in five countries, tested this latent-ability hypothesis. Both meta-analyses found that, under conditions that reduce psychological threat, stereotyped students performed better than nonstereotyped students at the same level of past performance. We discuss implications for the interpretation of and remedies for achievement gaps.     

The influence of chemical cues on the territorial prior residence effect in convict cichlids (cichlasoma nigrofasciatum Günther)

The importance of accumulated chemical cues on the occurrence of the territorial prior residence effect was investigated in two experiments using adult convict cichlids (Cichlasonul nigrofasciatum). In the first experiment, pairs of fish, matched on a number of criteria, were randomly assigned to three independent treatment conditions in which (1) the territorial marker (pot or clump of plants) was removed just prior to a direct encounter in the aquarium of the resident (pair member in whose aquarium the encounter took place) with accumulated chemical cues remaining intact; (2) the marker was removed, as well as the chemical cues; or (3) the marker was present, but the chemical cues were removed. Results showed that a significant prior residence effect occurred when the marker was present, but did not occur in either condition in which the marker was removed. A second experiment, in which the marker was removed and the gravel substrate altered, also did not reveal a signficant prior residence effect. Apparently, the territorial resident recognizes his territory by using certain visual cues, with accumulated chemical cues being neither necessary nor sufficient in this process.     

Understanding seat-belt use: A test of Bentler and Speckart's extension of the ‘theory of reasoned action’

It is shown that Fishbein's ‘theory of reasoned action’ can be used to explain people's intentions to wear seat belts. As Bentler and Speckart (1979) have proposed, a self-report measure of past behaviour is shown to significantly improve the model's power; this extended Fishbein model being capable of accounting for the majority of the effects that extraneous variables, which are known to influence seat-belt use, have upon a person's behavioural intentions. In addition, it is shown that the model's motivation to comply term is, as Ajzen and Fishbein (1980) have proposed, a unipolar rather than a bi-polar construct, but that even when this construct is scored as unipolar, it does not significantly add to the model's predictive power.     

Using a self-evaluation system as a group contingency

The efficacy of a group-evaluation system was examined, with a reversal design, in two classes of students with disabilities. The results suggested that a group-evaluation system was effective in decreasing the inappropriate verbalizations of both groups. Student satisfaction data revealed that the students in both groups had positive reactions to the system. Factors contributing to the success of the intervention as well as suggestions for its implementation are discussed.     

The effects of hemispheric differences on feature perturbations

Summary Hemispheric differences for feature perturbations were investigated in two experiments. Stimulus displays consisting of five small squares arranged in a single row were presented tachistoscopically, with the subject instructed to state in which square a horizontal tick mark was located. Ticks could occur in any of the three middle squares, with half of the ticks presented on the inside and half presented on the outside of the square in relation to the fovea. Experiment 1 presented each array of five squares to the right or left of fixation at one of three distances from the fovea. Experiment 2 manipulated the distance between the squares and kept foveal distance constant. In each experiment, fewer errors were made when stimuli were presented to the left visual field/right hemisphere than when they were presented to the right visual field/left hemisphere, when ticks migrated toward the fovea. Experiment 1 found that increasing the distance from the fovea increased the error rate, but did not change the hemispheric differences. Experiment 2 found that increasing the distance between the squares did not change hemispheric effects reliably. The data imply that hemispheric differences for perceptual processing begin very early during sensory analysis.