write a discussion (Tu)

ABO UT A PA TO PIC S PU BLIC ATIO NS & D ATA BA SES P SY C H O LO GY H ELP C EN TER N EW S & E V EN TS S C IE N CE ED UCATIO N CAREER S M EM BER SH IP Ster eotype Thr eat Widens Achie vement Gap Re m in d ers o f s te re o ty p ed in fe rio rit y h u rt t e st s c o re s.

W hat t h e R ese arc h S ho w s A g ro w in g b ody o f s tu d ie s u nd erc u ts c o nve ntio nal a ssu m ptio ns t h at g ene tic s o r c u lt u ra l d iff e re nce s le ad s o m e s tu d ents - s u ch a s A fr ic a n A m eric a n s o r g ir ls - t o d o p o orly o n s ta n d ard iz e d a ca d em ic t e sts a n d o th e r a ca d em ic p erfo rm an ce s. In ste ad , it 's b eco m e c le ar t h at n e g ativ e s te re o ty p es r a is e in hib it in g d oub ts a n d h ig h-p re ssu re a n xie tie s in a t e st- ta ke r's m in d , r e su lt in g in t h e p he no m eno n o f " s te re o ty p e th re at." P sy c h o lo gis ts C la u d e S te ele , P hD , J o sh u a A ro nso n, P hD , a n d S te ve n S pence r, P hD , h ave f o und th at e ve n p assin g r e m in d ers t h at s o m eo ne b elo ng s t o o ne g ro up o r a n o th e r, s u ch a s a g ro up ste re o ty p ed a s in fe rio r in a ca d em ic s, c a n w re ak h avo c w it h t e st p erfo rm an ce .

S te ele , A ro nso n a n d S pence r, h ave e xa m in e d h o w g ro up s te re o ty p es c a n t h re ate n h o w s tu d ents e va lu ate t h e m se lv e s, w hic h t h e n a lt e rs a ca d em ic id entit y a n d in te lle ctu al p erfo rm an ce . T his s o cia l- p sy c h o lo gic a l p re d ic a m ent c a n , r e se arc h e rs b eli e ve , b ese t m em bers o f a n y g ro up a b out w ho m ne g ativ e s te re o ty p es e xis t.

S te ele a n d A ro nso n g ave B la ck a n d W hit e c o lle g e s tu d ents a h alf - h o ur t e st u sin g d iffi cu lt it e m s f r o m th e v e rb al G ra d uate R e co rd E xa m (G RE). In t h e s te re o ty p e-th re at c o nd it io n, t h e y t o ld s tu d ents t h e t e st d ia g no se d in te lle ctu al a b ilit y , t h us p o te ntia lly e li c it in g t h e s te re o ty p e t h at B la ck s a re le ss in te llig ent t h an W hit e s. In t h e n o -s te re o ty p e-th re at c o nd it io n, t h e r e se arc h e rs t o ld s tu d ents t h at t h e t e st w as a p ro ble m - so lv in g la b t a sk t h at s a id n o th in g a b out a b ilit y , p re su m ab ly r e nd erin g s te re o ty p es ir re le va n t. In t h e ste re o ty p e t h re at c o nd it io n, B la ck s - w ho w ere m atc h e d w it h W hit e s in t h e ir g ro up b y S A T s c o re s - - d id le ss w ell t h an W hit e s. In t h e n o s te re o ty p e- t h re at c o nd it io n-in w hic h t h e e xa ct s a m e t e st w as d esc rib ed as a la b t a sk t h at d id n o t in d ic a te a b ilit y -B la ck s' p erfo rm an ce r o se t o m atc h t h at o f e q ually s k ille d W hit e s. A ddit io nal e xp erim ents t h at m in im iz e d t h e s te re o ty p e t h re at e nd em ic t o s ta n d ard iz e d t e sts a ls o re su lt e d in e q ual p erfo rm an ce . O ne s tu d y f o und t h at w he n s tu d ents m ere ly r e co rd ed t h e ir r a ce (p re su m ab ly m akin g t h e s te re o ty p e s a lie nt), a n d w ere n o t t o ld t h e t e st w as d ia g no stic o f t h e ir a b ilit y , B la ck s s till p erfo rm ed w ors e t h an W hit e s.

S pence r, S te ele , a n d D ia n e Q uin n, P hD , a ls o f o und t h at m ere ly t e llin g w om en t h at a m ath t e st d oes n o t sh o w g end er d iff e re nce s im pro ve d t h e ir t e st p erfo rm an ce . T he r e se arc h e rs g ave a m ath t e st t o m en an d w om en a ft e r t e llin g h alf t h e w om en t h at t h e t e st h ad s h o w n g end er d iff e re nce s, a n d t e llin g t h e r e st th at it f o und n o ne . W he n t e st a d m in is tr a to rs t o ld w om en t h at t h at t e sts s h o w ed n o g end er d iff e re nce s, th e w om en p erfo rm ed e q ual t o m en. T ho se w ho w ere t o ld t h e t e st s h o w ed g end er d iff e re nce s d id s ig nifi c a n tly w ors e t h an m en, ju st lik e w om en w ho w ere t o ld n o th in g a b out t h e t e st. T his e xp erim ent was c o nd ucte d w it h w om en w ho w ere t o p p erfo rm ers in m ath , ju st a s t h e e xp erim ents o n r a ce w ere c o nd ucte d w it h s tr o ng , m otiv a te d s tu d ents .

W hat t h e R ese arc h Me an s Psy c h o lo gis t a n d e d uca to rs a re , t h ro ug h t h is in no va tiv e r e se arc h , c o m in g t o u nd ers ta n d t h e t r u e n atu re o f o ne o f t h e b arrie rs t o e q ual e d uca tio nal a ch ie ve m ent. A lt h o ug h p sy c h o lo gis ts s u ch a s S te ele , A ro nso n a n d S pence r c o nce d e t h at t e st- s c o re g ap s p ro bab ly c a n 't b e t o ta lly a tt r ib ute d t o s te re o ty p e th re at, t h e t h re at a p pears t o b e s u ffi cie ntly in flu e ntia l t o b e h e ed ed b y t e ach e rs , s tu d ents , r e se arc h e rs , p o lic ym ake rs a n d p are nts . A t t h e v e ry le ast, t h e fi n d in g s u nd erc u t t h e t e nd ency t o la y t h e b la m e o n unsu p po rte d g ene tic a n d c u lt u ra l f a cto rs , s u ch a s w he th e r A fr ic a n A m eric a n s " v a lu e " e d uca tio n o r g ir ls c a n 't d o m ath .

T hro ug h c a re fu l d esig n, t h e s tu d ie s h ave a ls o s h o w n t h e s u b tle a n d in sid io us n atu re o f s te re o ty p e th re at. F o r e xa m ple , b eca u se s te re o ty p e t h re at a ff e cte d w om en e ve n w he n t h e r e se arc h e rs s a id t h e te st s h o w ed n o g end er d iff e re nce s - t h us s til l fl a g gin g t h e p o ssib ilit y - s o cia l p sy c h o lo gis ts b elie ve t h at e ve n m entio nin g a s te re o ty p e in a b enig n c o nte xt c a n s e nsit iz e p eo ple .

H ow W e U se t h e R ese arc h Aro nso n b elie ve s t h e s tu d y o f s te re o ty p e t h re at o ffe rs s o m e " e xc it in g a n d e nco ura g in g a n sw ers t o t h e se o ld q ue stio ns [o f a ch ie ve m ent g ap s] b y lo okin g a t t h e p sy c h o lo gy o f s tig m a - - t h e w ay h um an b ein g s r e sp o nd t o n e g ativ e s te re o ty p es a b out t h e ir r a cia l o r g end er g ro up ." B y s u b tly a lt e rin g t h e t e st sit u atio n t o r e m ove s te re o ty p e t h re at, A ro nso n a n d h is c o lle ag ue s h ave d em onstr a te d d ra m atic im pro ve m ent in s ta n d ard iz e d t e st s c o re s a m ong m em bers o f n e g ativ e ly s te re o ty p ed g ro up s.

S ays A ro nso n, " W e h ave f o und t h at w e c a n d o a lo t t o b oost b oth a ch ie ve m ent a n d t h e e njo ym ent o f sc h o ol b y u nd ers ta n d in g a n d a tte nd in g t o t h e se p sy c h o lo gic a l p ro ce sse s, t h e re b y u nse atin g t h e p o w er o f s te re o ty p es a n d p re ju d ic e t o f o il t h e a ca d em ic a sp ir a tio ns o f t h e y o ung p eo ple w ho , ju st b y v ir tu e o f bein g b orn b la ck , b ro w n, o r f e m ale , a re s u b je cte d t o s u sp ic io ns o f in fe rio rit y ." H e is n o w p uttin g r e se arc h t o w ork in t h e s c h o ols , d eve lo pin g p ra ctic a l m eth o ds t o r e d uce t h e ach ie ve m ent g ap a n d w rit in g a g uid eb ook f o r e d uca to rs . U lt im ate ly , A ro nso n h o pes t o c re ate a n atio nw id e p an e l o f e xp erts t o f o cu s o n r e d ucin g s te re o ty p e t h re at t o h e lp c lo se t h e a ch ie ve m ent g ap .

R e se arc h in to s te re o ty p e t h re at h as a ls o b een c it e d e xte nsiv e ly in t w o r e ce nt S up re m e C ourt c a se s, a n d is f r e q ue ntly r e fe rre d t o b y p sy c h o lo gis ts , e d uca to rs , a n d s o cia l s c ie ntis ts c o nce rn e d w it h e d uca tio nal e q ualit y .

S ou rc e s & F u rth e r R ead in g Aro nso n, J ., & In zlic h t, M . (2 0 04). T he u p s a n d d ow ns o f a ttr ib utio nal a m big uit y : S te re o ty p e v u ln e ra b ilit y a n d t h e a ca d em ic s e lf - k n o w le d ge o f A fr ic a n -A m eric a n s tu d ents . P sy c h o lo gic a l S cie nce , 1 5 , 8 2 9 -8 36 . A ro nso n, J . , F rie d , C ., & G ood, C . (2 0 02). R e d ucin g t h e e ffe cts o f s te re o ty p e t h re at o n A fr ic a n A m eric a n co lle g e s tu d ents b y s h ap in g t h e o rie s o f in te llig ence . J o urn a l o f E xp erim enta l S ocia l P sy c h o lo gy, 3 8 , 113 -1 2 5. Good, C ., A ro nso n, J ., & In zlic h t, M . (2 0 03). Im pro vin g a d ole sc e nts ' s ta n d ard iz e d t e st p erfo rm an ce : A n in te rv e ntio n t o r e d uce t h e e ffe cts o f s te re o ty p e t h re at. J o urn a l o f A pplie d D eve lo pm enta l P sy c h o lo gy, 2 4 , 6 45 -6 62. Spence r, S . J ., S te ele , C . M ., & Q uin n, D . M . (1 9 99). S te re o ty p e t h re at a n d w om en's m ath p erfo rm an ce .

Jo urn a l o f E xp erim enta l S ocia l P sy c h o lo gy, 3 5 , 4 -2 8. Ste ele , C . M . (1 9 97). A t h re at in t h e a ir : H ow s te re o ty p es s h ap e t h e in te lle ctu al id entit ie s a n d p erfo rm an ce o f w om en a n d A fr ic a n -A m eric a n s. A m eric a n P sy c h o lo gis t, 5 2 , 6 13 -6 29. S te ele , C . M . (1 9 99, A ug ust). T hin ic e : " S te re o ty p e t h re at" a n d b la ck c o lle g e s tu d ents . T he A tla ntic M onth ly , 2 84(2 ) , 4 4-4 7, 5 0 -5 4. S te ele , C . M ., & A ro nso n, J . (1 9 95). S te re o ty p e t h re at a n d t h e in te lle ctu al t e st p erfo rm an ce o f A fr ic a n - A m eric a n s. J o urn a l o f P e rs o na lit y a nd S ocia l P sy c h o lo gy, 6 9 , 7 9 7-8 11. A m eric a n P sy c h o lo gic a l A sso cia tio n, J u ly 1 5 , 2 0 06 R ese arch in Act io n Edu ca tio n Te stin g a n d A sse ssm ent G end er Is su e s A dva n cin g ps yc h o lo gy t o b ene fit s o cie ty a n d im pro ve pe opl e’s liv e s PSY CH O LO GIST S Sta n d ard s & G uid elin e s   P sy c C are ers D iv is io ns o f A PA   E th ic s E arly C are er P sy c h o lo gis ts C ontin uin g E d uca tio n Re ne w M em bers h ip ST UD EN TS C are ers in P sy c h o lo gy A ccre d it e d P sy c h o lo gy P ro gra m s   M ore f o r S tu d ents A BO UT P SY CH O LO GY  Scie nce o f P sy c h o lo gy   P UB LIC ATIO NS & DATA BA SE S   APA S ty le J o urn als B ooks M ag in atio n P re ss V id eo s Psy c IN FO A BO UT A PA G ove rn an ce D ir e cto ra te s a n d P ro gra m s   Po lic y S ta te m ents P re ss R o om A dve rtis e w it h U s W ork a t A PA C onta ct U s Psy c h o lo gy T o pic s P sy c A RTIC LE S M ore P ub lic a tio ns & D ata b ase s © 2 0 17 A m eric a n P sy ch o lo g ic a l A sso cia tio n 75 0 F ir s t S t. N E, W ash in g to n, D C 2 0 002-4 2 42   |  C onta ct S up po rt   T e le p ho ne : (8 0 0) 3 74 -2 72 1; (2 0 2) 3 36 -5 50 0 | T D D/T TY: (2 0 2) 3 36 -6 12 3 A C T R ais in g S afe K id s P ro g ra m A m eric a n P syc ho lo g ic a l F o und atio n A PA A nnual C onve ntio n A PA C ente r f o r O rg an iz a tio nal E xc e lle nce A PA E d uca tio n A dvo ca cy Tru st A PA P ra ctic e C entr a l A PA P syc NET A PA S tyl e O nlin e P syc ho lo g y La b ora to ry P syc ho lo g y: S cie nce in A ctio n M ORE A PA W EB SI TE S A dvo ca te P artic ip ate D onate J o in A PA G ET I N VO LV ED ® FO LLO W A PA m ore P riva cy Sta te m ent T erm s o f U se A cce ssib ilit y W eb sit e F e ed back