Forewarning and Forearming Stereotype-Threatened Students

Autor/inn/en	McGlone, Matthew S.; Aronson, Joshua
Titel	Forewarning and Forearming Stereotype-Threatened Students
Quelle	In: Communication Education, 56 (2007) 2, S.119-133 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
Schlagwörter	Gender Bias; Social Bias; Mathematics Tests; Sex Stereotypes; High Risk Students; Females; Coping; Stress Management; Gender Differences; Standardized Tests; High School Students; College Students; Educational Environment; Communication Skills; Mathematics Achievement; Scores; Self Esteem + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Problemschüler; Weibliches Geschlecht; Bewältigung; Stressmanagement; Stressbewältigung; Geschlechterkonflikt; Standadised tests; Standardisierter Test; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kommunikationsstil; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-esteem; Selbstaufmerksamkeit
Abstract	This study investigated communicative strategies for helping female students cope with "stereotype threat". Participants completed a difficult math test after reading one of three coping messages: a control message encouraging perseverance, a "suppression" message describing stereotype threat and instructing participants to suppress associated thoughts, and a "replacement" message describing the phenomenon and presenting an alternative, self-relevant positive stereotype. As predicted, a performance gap favoring males was observed in the control condition. This gap widened when students attempted to suppress threatening thoughts but narrowed when they were primed with the alternative positive stereotype. Our results demonstrate that priming a positive achieved identity (e.g., private college student) can subdue stereotype threat associated with an ascribed identity (e.g., female). (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10