Stereotype Threat Spencer, Steven J; Logel, Christine; Davies, Paul G
Annual review of psychology,
01/2016, Letnik:
67, Številka:
1
Journal Article
Recenzirano
When members of a stigmatized group find themselves in a situation where negative stereotypes provide a possible framework for interpreting their behavior, the risk of being judged in light of those ...stereotypes can elicit a disruptive state that undermines performance and aspirations in that domain. This situational predicament, termed stereotype threat, continues to be an intensely debated and researched topic in educational, social, and organizational psychology. In this review, we explore the various sources of stereotype threat, the mechanisms underlying stereotype-threat effects (both mediators and moderators), and the consequences of this situational predicament, as well as the means through which society and stigmatized individuals can overcome the insidious effects of stereotype threat. Ultimately, we hope this review alleviates some of the confusion surrounding stereotype threat while also sparking further research and debate.
The present research examines the conditions under which educating non-stigmatized individuals about the experiences of members of stigmatized groups leads to paternalistic or more respectful views ...of the target. We propose that when these efforts ask members of non-stigmatized groups to focus only on the difficulties experienced by stigmatized targets, they will lead to more paternalistic views of targets because they portray targets as being in need of help. In contrast, we propose that when these efforts take a broader focus on stigmatized targets and include their resilience in the face of their difficulties, they will lead to more respectful views of targets. Four studies supported these predictions. Across studies, White participants who focused only on a Black target’s difficulties subsequently perceived the target as more helpless and less competent than controls. Participants who focused on the target’s resilience in the face of difficulties perceived him as more competent.
Introduction:
Article 11 of the World Health Organization’s Framework Convention on Tobacco Control (FCTC) requires countries to implement health warnings on tobacco products. The Article 11 ...guidelines advise countries to periodically rotate warnings to prevent “wearout” of the health warnings. This study investigates potential wearout of cigarette health warnings during a period of 9 years in 2 countries: Canada, where larger pictorial warnings were implemented approximately 1 year prior to the study, and in the United States, where small text-only warnings were in place for 17 years at the beginning of the study.
Methods:
Data were drawn from national samples of smokers from the International Tobacco Control (ITC) Surveys in Canada (N = 5,309), and the United States (N = 6,412) who were originally recruited by telephone with random digit dialing. Changes in 4 measures of health warning effectiveness and in a composite Labels Impact Index were examined over 8 waves of survey data (2002–2011). Analyses were conducted in 2012.
Results:
The health warning effectiveness measures and the Labels Impact Index indicated that the effectiveness of both the Canadian, and the U.S. warnings declined significantly over time. The Canadian warnings showed greater declines in effectiveness than the U.S. warnings, likely due to the initial novelty of the Canadian warnings. Despite the greater decline in Canada, the Canadian pictorial warnings were significantly more effective than the U.S. text-only warnings throughout the study.
Conclusions:
Health warnings decline in effectiveness over time. Health warnings on tobacco products should be changed periodically to maintain effectiveness.
Spirituality is an important, but oft-overlooked, aspect of the self that may affect college students' wellbeing and belonging. Few studies have systematically examined closeness to God and spiritual ...struggles as predictors of college student wellbeing during early college, which is a critical window for identity development. Moreover, research exploring interactions between spiritual struggles and closeness to God in predicting wellbeing outcomes is scarce. We address these gaps in the literature with an analytic sample comprised of 839 first-year college participants who identify as religious. The results of correlational analyses and linear mixed effect models are presented. Closeness to God was associated with greater wellbeing and belonging, and spiritual struggles were associated with lower wellbeing and belonging. In exploratory analyses, a moderating effect of closeness to God on the relation between spiritual struggles and negative outcomes was observed. Implications for higher education and college student development are discussed.
Psychological interventions can narrow college achievement gaps between students from nonstigmatized and stigmatized groups. However, no intervention we know of has investigated effects for one ...highly stigmatized group: people of higher bodyweights. We analyzed data from a prematriculation social-belonging intervention trial at 22 colleges, which conveyed that adversity in the college transition is normative, temporary, and nondiagnostic of lack of belonging. Nine months postintervention, higher weight participants in a standard belonging treatment had higher first-year grade point averages (GPAs) than controls and maintained more stable weights, an indicator of physical well-being. Effects of a belonging treatment customized to specific colleges were directionally similar but nonsignificant. Exploratory analyses revealed that effects did not differ by race and that weight effects were driven by women. Together, results show that higher weight students contend with belonging concerns that contribute to a weight gap in GPA, but belonging interventions can raise GPA and promote healthy weight stability.
In the context of continued equity gaps in student success within and beyond STEM, this paper explored the extent to which the representation of underrepresented racial minority (URM) and ...first-generation college students predict grades in postsecondary STEM courses. The analyses examined 87,027 grades received by 11,868 STEM-interested students within 8,468 STEM courses at 20 institutions. Cross-classified multilevel models and student fixed effects analyses of these data both support the same conclusion: the proportion of URM and first-generation students within a class is positively associated with STEM grades among all students, and these relationships are stronger among students who are members of the minoritized group. Thus, promoting the representation of students with minoritized identities in STEM courses may lead to greater equity in college outcomes.
The Cost of Lower Self-Esteem Stinson, Danu Anthony; Logel, Christine; Zanna, Mark P ...
Journal of personality and social psychology,
03/2008, Letnik:
94, Številka:
3
Journal Article
Recenzirano
The authors draw upon social, personality, and health psychology to propose and test a self-and-social-bonds model of health. The model contends that lower self-esteem predicts health problems and ...that poor-quality social bonds explain this association. In Study 1, lower self-esteem prospectively predicted reports of health problems 2 months later, and this association was explained by subjective reports of poor social bonds. Study 2 replicated the results of Study 1 but used a longitudinal design with 6 waves of data collection, assessed self-reports of concrete health-related behaviors (i.e., number of visits to the doctor and classes missed due to illness), and measured both subjective and objective indicators of quality of social bonds (i.e., interpersonal stress and number of friends). In addition, Study 2 showed that poor-quality social bonds predicted acute drops in self-esteem over time, which in turn predicted acute decreases in quality of social bonds and, consequently, acute increases in health problems. In both studies, alternative explanations to the model were tested.
Social-psychological research conducted over the past 15 years provides compelling evidence that pervasive psychological threats are present in common academic environments-especially threats that ...originate in negative intellectual stereotypes-and that these threats undermine the real-world academic performance of non-Asian ethnic minority students and of women in math and science. As a consequence, common measures of academic performance, including both grades and test scores, systematically underestimate the intellectual ability of ethnic minority students and of women in quantitative fields (Walton & Spencer,
2009
). We review evidence for these psychological threats, discuss their implications for the meaning and interpretation of common performance measures used in important admissions decisions, and address their implications for the efforts of colleges and universities to create positive academic environments that allow all students to thrive.
Recent research has demonstrated that stereotype threat—the concern that others will judge one negatively due to a stereotype that exists about one's group—interferes with women's performance on ...standardized math and engineering exams. In the current research we find that when a shortened version of the Fundamental of Engineering Exam is described as a test that is diagnostic of ability (i.e., when stereotype threat is high) women perform worse than men on the test. When stereotype threat is reduced, however (by characterizing the test as non‐diagnostic or as not producing gender differences), women do just as well as men. The implication of these results for improving the engineering education environment is discussed.
In a randomized-controlled trial, we tested 2 brief interventions designed to mitigate the effects of a "chilly climate" women may experience in engineering, especially in male-dominated fields. ...Participants were students entering a selective university engineering program. The social-belonging intervention aimed to protect students' sense of belonging in engineering by providing a nonthreatening narrative with which to interpret instances of adversity. The affirmation-training intervention aimed to help students manage stress that can arise from social marginalization by incorporating diverse aspects of their self-identity in their daily academic lives. As expected, gender differences and intervention effects were concentrated in male-dominated majors (<20% women). In these majors, compared with control conditions, both interventions raised women's school-reported engineering grade-point-average (GPA) over the full academic year, eliminating gender differences. Both also led women to view daily adversities as more manageable and improved women's academic attitudes. However, the 2 interventions had divergent effects on women's social experiences. The social-belonging intervention helped women integrate into engineering, for instance, increasing friendships with male engineers. Affirmation-training helped women develop external resources, deepening their identification with their gender group. The results highlight how social marginalization contributes to gender inequality in quantitative fields and 2 potential remedies.
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