Southern Discomfort: The Effects of Stereotype Threat on the Intellectual Performance of US Southerners

Clark, Jason K.; Eno, Cassie A.; Guadagno, Rosanna E.

doi:10.1080/15298861003771080

Cited by 15 publications

(8 citation statements)

References 31 publications

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“…Stereotype threat is a robust effect, with similar results being found for a number of different academic ability stereotypes such as low-socio economic status and intelligence (Croizet & Claire, 1998), regional differences and intelligence (Clark, Eno, & Guadagno, 2011), women and math (Rosenthal & Crisp, 2006;Spencer, Steele, & Quinn, 1999), and White men and math (compared to Asian men: Aronson et al, 1999). Stereotype threat expands beyond academic stereotypes to include women and driving ability (Yeung & von Hippel, 2008), White Americans and sports performance (Stone, Lynch, Sjomeling, & Darley, 1999), and gay men and childcare (Bosson, Haymovitz, & Pinel, 2004), with stereotype threat effects constantly being replicated in different stereotyped domains.…”

Section: Stereotype Threat: Negative Effects Of Self-categorization Amentioning

confidence: 59%

Categorizing others and the self: How social memory structures guide social perception and behavior

Quinn

Rosenthal

2012

Learning and Motivation

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Section: Stereotype Threat: Negative Effects Of Self-categorization Amentioning

confidence: 59%

Categorizing others and the self: How social memory structures guide social perception and behavior

Quinn

Rosenthal

2012

Learning and Motivation

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“…Wbat would explain tbis? Studies on racial preferences (Clark and Clark, 1950;Maban, 1976;Powell-Hopson and Hopson, 1988) and stereotype tbreat (Ho and Sidanius, 2010;Clark et al, 2011;Rivardo et al, 2011) suggest tbat stereotypes are internalized by everyone, even members of tbe stereotyped group, sucb tbat tbey will unconsciously display stereotype-consistent bebaviors and will engage in tbe same Stereotypie evaluation of tbemselves and tbeir bebaviors.…”

Section: Discussionmentioning

confidence: 95%

The Social Cost of Atheism: How Perceived Religiosity Influences Moral Appraisal

Wright

Nichols

2014

J Cogn Cult

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Social psychologists have found that stereotypes correlate with moraljudgments about agents and actions. The most commonly studied stereotypes are race/ethnicity and gender. But atheists compose another stereotype, one with its own ignominious history in the Western world, and yet, one about which very little is known. This project endeavored to further our understanding of atheism as a social stereotype. Specifically, we tested whether people with non-religious commitments were stereotypically viewed as less moral than people with religious commitments. We found that participants' (both Christian and atheist) moral appraisals of atheists were more negative than those of Christians who performed the same moral and immoral actions. They also reported immoral behavior as more (internally and externally) consistent for atheists, and moral behavior more consistent for Christians. The results contribute to research at the intersection of moral theory, moral psychology, and psychology of religion.Moraljudgments -prejudice -stereotypes -religiosity -atheism © KONINKLIJKE BRILL NV, LEIDEN, 2014 |

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“…Stereotype threat, or “being at risk of confirming, as self-characteristic, a negative stereotype about one’s group” (Steele & Aronson, 1995, p. 797) is another individual-level factor associated with student achievement and performance (Ambady, Shih, Kim, & Pittinsky, 2001; Clark, Eno, & Guadagno, 2011; Steele & Aronson, 1995). Increased stereotype threat is associated with holding an entity mind-set (Callahan, 2012), pursuing performance goals (Aronson, Fried, & Good, 2002), and maintaining a tenuous sense of self-efficacy (Aronson & Inzlicht, 2004).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

El-Abd

Callahan

Azano

2019

Journal of Advanced Academics

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The present study investigated predictive factors of literacy achievement in third-grade students identified as gifted in rural schools. The sample consisted of 180 identified students in a total of eight districts, three of which were randomly assigned to the treatment condition and five of which were randomly assigned to the control condition. Students in the treatment condition received instruction with a place-based folklore unit of the Challenge Leading to Engagement, Achievement, and Results (CLEAR) curriculum, a language arts based curriculum designed to challenge gifted learners, in addition to an intervention promoting an incremental mind-set. Results of the present study indicated that prior achievement, mind-set, and gender were all statistically and practically significant predictors of literacy achievement for students identified as gifted in rural areas. A stronger incremental mind-set was associated with lower literacy achievement scores. Practical implications and recommendations, as well as limitations and directions for further research, were discussed.

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Southern Discomfort: The Effects of Stereotype Threat on the Intellectual Performance of US Southerners

Cited by 15 publications

References 31 publications

Categorizing others and the self: How social memory structures guide social perception and behavior

Categorizing others and the self: How social memory structures guide social perception and behavior

The Social Cost of Atheism: How Perceived Religiosity Influences Moral Appraisal

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

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