Reducing Stereotype Threat by Blurring Intergroup Boundaries

Rosenthal, Harriet E. S.; Crisp, Richard J.

doi:10.1177/0146167205281009

Cited by 116 publications

(95 citation statements)

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“…Stereotype threat is inherent in certain situations associated with negative stereotypes (Rosenthal & Crisp, 2006). Repeated exposure to images of Blacks as aggressive and intellectually inferior causes these images to be internalized, or, implicitly accepted as true of the group, and tragically, also perhaps of one's self (Fanon, 1952;Steele, 2011).…”

Section: Stereotype Threatmentioning

confidence: 99%

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Griffin

2016

International Journal of Qualitative Studies in Education

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Who is Whistling Vivaldi?: How Black Football Players Engage with Stereotype Threats in CollegeWhitney Nicole Griffin Chair of the Supervisory Committee:Professor Clayton Cook Educational PsychologyResearch has shown that the threat of negative stereotypes can have pernicious effects on the decision-making thoughts and behaviors for those who are targets (Steele, 2011). When college students and professors subscribe to stereotypes that student-athletes enter college based solely on their physical abilities rather than their academic and intellectual capabilities, targets of the stereotypes may experience identity dissonance that exacerbates their decisions, behaviors, and ultimately their academic performance. In light of the impact of negative stereotypes on student-athlete performance, the purpose of this dissertation was to conduct a phenomenological, qualitative study that examined how Black male football players engage and cope with negative stereotypes at a predominantly White institution (PWI). Data was collected and analyzed from semi-structured interviews with 10 Black male football student-athletes employing grounded theory methodology to examine how they experience, are affected by, and respond to negative stereotypes.Empirical results elucidate various strategies employed to engage with stereotype threat.Thematic categories include responses that exacerbated, habituated to, or mitigated the stereotype encounter. The current study investigates the successful coping strategies Black football players currently use. Emergent themes gained from this inquiry helped the researcher 4 identify specific harbingers for interventions that would inculcate Black male student-athletes with tools to mitigate negative stereotypes that may undermine their performance in college and all areas of life. Implications are further discussed for postulating an institutionalized workshop series designed to teach effective coping mechanisms for all Black athletes.

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Section: Stereotype Threatmentioning

confidence: 99%

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Griffin

2016

International Journal of Qualitative Studies in Education

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“…Evidence for the detrimental effects of stereotypes is now well established within social psychological research, with stereotype threat (US university students: Steele & Aronson, 1995) suggesting that individuals may underperform on tasks where their group is negatively stereotyped, due to fear of confirming the stereotype (US university students: Spencer, Steele, & Quinn, 1999). A proportion of the stereotype threat literature focuses on gender stereotypes with women underperforming on math tests (US university students: Brown & Josephs, 1999; UK university students: Rosenthal & Crisp, 2006), and engineering exams (Canadian university students : Bell, Spencer, Iserman, & Logel, 2003); while men underperform on social sensitivity (US university students: Koenig & Eagly, 2005) and affective tasks (French university students: Leyens, Désert, Croizet, & Darcis, 2000). Situations that induce underperformance for the negatively stereotyped group have also resulted in an improvement in performance for the comparison group.…”

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confidence: 99%

Gender-Based Navigation Stereotype Improves Men’s Search for a Hidden Goal

et al. 2012

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. (2012) 'Gender-based navigation stereotype improves men's search for a hidden goal.', Sex roles., 67 (11)(12). pp. 682-695. Further information on publisher's website:http://dx.doi.org/10.1007/s11199-012- Publisher's copyright statement:The original publication is available at www.springerlink.com Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractWhile a general stereotype exists that men are better at navigating than women, experimental evidence indicates that men and women differ in their use of spatial strategies, and this preference determines gender-differences. When both environmental geometry and landmark cues are available, men appear to learn to navigate using both types of cues, while women show a preference for using landmarks. Using a computer-generated task, 80undergraduate students from North-East England learned to navigate to a hidden goal.Activating the general navigation stereotype improved the performance of men, compared to the control condition, both when only geometric cues and only landmark cues were present (stereotype lift), suggesting that activating a general stereotype can affect tasks both with (geometry) and without (landmark) established gender-differences in preference. In addition, in the test trial (hidden goal removed) women who learned to navigate using only landmarks spent longer in the correct location of the hidden goal than those who learned to navigate using only geometry. In contrast, the opposite result was found for men, suggesting that when only one cue-type is available, gender-differences still occur, with women better able to navigate using landmarks than geometry, while men seemed to learn more about the location of the goal with reference to geometric than landmark cues.

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“…Rosenthal and Crisp 16 reported that having women focus on overlapping characteristics between sexes (a blurring intergroup bias intervention) before completing a test allowed them to answer more math questions correctly. Cohen and colleauges 17 demonstrated that a brief in-class writing "self-affirmation" assignment reinforcing individual self-worth through reflecting on positive group memberships improved the grades of African American students and reduced the racial achievement gap by 40%.…”

Section: Discussionmentioning

confidence: 99%

A simple strategy to reduce stereotype threat for orthopedic residents

Gomez

Wright

2014

cjs

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Background: Stereotype threat, defined as the predicament felt by people in either positive or negative learning experiences where they could conform to negative stereotypes associated with their own group membership, can interfere with learning. The purpose of this study was to determine if a simple orientation session could reduce stereotype threat for orthopedic residents. Methods:The intervention group received an orientation on 2 occasions focusing on their possible responses to perceived poor performance in teaching rounds and the operating room (OR). Participants completed a survey with 7 questions typical for stereotype threat evaluating responses to their experiences. The questions had 7 response options with a maximum total score of 49, where higher scores indicated greater degree of experiences typical of stereotype threat. Results:Of the 84 eligible residents, 49 participated: 22 in the nonintervention and 27 in the intervention group. The overall scores were 29 and 29.4, and 26.2 and 25.8 in the nonintervention and intervention groups for their survey responses to perceived poor performance in teaching rounds (p = 0.85) and the OR (p = 0.84), respectively. Overall, responses typical of stereotype threat were greater for perceived poor performance at teaching rounds than in the OR (p = 0.001). Conclusion:Residents experience low self-esteem following perceived poor performance, particularly at rounds. A simple orientation designed to reduce stereotype threat was unsuccessful in reducing this threat overall. Future research will need to consider longer-term intervention as possible strategies to reduce perceived poor performance at teaching rounds and in the OR.Contexte : La menace du stéréotype, définie comme un malaise ressenti chez des individus en situation d'apprentissage positive ou négative où ils pourraient se conformer au stéréotype négatif associé à leur groupe d'appartenance, peut nuire à l'apprentissage. Le but de cette étude était de déterminer s'il est possible de réduire la menace du stéoréotype chez des résidents en orthopédie au moyen d'une simple séance d'orientation.Méthodes : Le groupe soumis à l'intervention a assisté à 2 séances d'orientation visant leurs réactions possibles à un piètre rendement perçu lors de cours cliniques ou au bloc opératoire. Les participants ont répondu à un sondage de 7 questions typiques concernant la menace du stéréotype pour évaluer leurs réactions à de telles expéri-ences. Les questions comportaient 7 choix de réponse, pour un score total maximum de 49; les scores les plus élevés indiquaient un degré plus marqué d'expériences concordant avec la menace du stéréotype.Résultats : Parmi les 54 résidents admissibles, 49 ont participé : 22 dans le groupe non soumis à l'intervention et 27 dans le groupe soumis à l'intervention. Les scores globaux ont été de 29 et de 29,4, et de 26,2 et 25,8 dans les groupes non soumis à l'intervention et soumis à l'intervention (p = 0,85), respectivement, pour leurs réponses au sondage liées à un piètre rendement perçu lors...

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Reducing Stereotype Threat by Blurring Intergroup Boundaries

Cited by 116 publications

References 51 publications

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Gender-Based Navigation Stereotype Improves Men’s Search for a Hidden Goal

A simple strategy to reduce stereotype threat for orthopedic residents

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