Stereotype Threat

Steele, Claude M.; Aronson, Joshua P.; Spencer, Steve

doi:10.4135/9781412956253.n558

Cited by 7 publications

(10 citation statements)

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“…Stereotype threats, then, are threats to the competence of a person based on that person’s group identity rather than threats to an individual’s prototypicality as a member of a social group, as is the case with gender threats. Stereotype threat causes negatively stereotyped individuals to feel pressured to disconfirm negative stereotypes about their group, and this pressure undermines the individual’s performance on stereotype-relevant tasks (Steele, Aronson, & Spencer, 2007). In other words, in the case of stereotype threat, devaluation of one’s identity leads to worry about performance in a valued domain (e.g., women may become worried about their math performance after being told that women are not good at math).…”

mentioning

confidence: 99%

Why don’t “real men” learn languages? Masculinity threat and gender ideology suppress men’s language learning motivation

Chaffee

Lou

Noels

et al. 2019

Group Processes & Intergroup Relations

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Large gender disparities in participation still exist across many university subjects and career fields, but few studies have examined factors that account for gender gaps in female-dominated disciplines. We examine one possible cause: threatened masculinity among men who hold traditional gender ideologies. Past research has linked endorsement of traditional gender ideologies to gender-stereotypical occupational choices, and threats to masculinity can lead men to distance themselves from femininity. After confirming that 1,672 undergraduates stereotyped language learning as feminine, we applied a masculinity threat manipulation to investigate 182 men’s disinterest in studying foreign languages, a female-dominated university subject. Men with traditional masculinity ideologies reported less interest in foreign language study and less positive attitudes towards foreign languages following masculinity threat, compared to men whose masculinity was affirmed or who held less traditional masculinity beliefs. Traditional masculine gender roles may lead some men to avoid feminine-typed domains, such as foreign language learning.

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mentioning

confidence: 99%

Why don’t “real men” learn languages? Masculinity threat and gender ideology suppress men’s language learning motivation

Chaffee

Lou

Noels

et al. 2019

Group Processes & Intergroup Relations

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“…We studied the effects of stereotype threat, which is the situational predicament caused by the awareness that one might be treated differently because of a negative stereotype about one's group (Steele and Aronson 1995; for reviews, see Steele, Aronson, and Spencer 2007). In three experiments, we tested whether consumers who are aware that they might be stereotyped would lower their intentions to transact with certain service providers.…”

mentioning

confidence: 99%

Stereotype Threat in the Marketplace: Consumer Anxiety and Purchase Intentions

Lee¹,

Kim²,

Vohs³

2011

J Consum Res

122

134

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How do consumers react when they believe that a transaction partner will view them through the lens of a stereotype? We predicted and found that being aware of a negative stereotype about a group to which one belongs (e.g., gender) made consumers sensitive to whether service providers were in-group versus out-group members and lowered purchase intentions when the provider was an out-group member. We observed stereotype threat effects across diverse marketplace settings: financial services (experiment 1), automobile repairs (experiment 2), and automobile purchases (experiment 3). Furthermore, we found that reluctance to purchase from out-group (vs. in-group) members was caused by heightened anxiety. The presence of a soothing scent, as a situational factor to alleviate anxiety, mitigated stereotype threat effects on marketplace decisions.

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“…If a student negatively stereotyped as bad at mathematics does not care about doing well in mathematics, that student has no reason to feel threatened (Penner and Willer 2011). As Steele et al (2007) noted, "one ironic and unfortunate aspect" of stereotype priming is that those who care the most about a given domain are those that will underperform.…”

Section: Theoretical Framework: Stereotype Threatmentioning

confidence: 99%

“…For instance, Asian American women tend to do worse in mathematics when their gender identity is primed but not when their Asian identity is primed (Shih, Pittinsky, and Ambady 1999). Even subtle primes can generate stereotype threat (Danaher and Crandall 2008;Nguyen and Ryan 2008;Steele, Aronson, and Spencer 2007). As noted above, merely indicating one's race or gender before a test can trigger stereotype threat (Steele and Aronson 1995).…”

Section: Theoretical Framework: Stereotype Threatmentioning

confidence: 99%

“…Spencer et al (1999) showed that women who were told that math performance on a given test indicated differences in ability performed worse than women who were not told that the test was ability diagnostic. Among the most important scope conditions is domain identification: individuals are threatened only if they see the subject or area being tested as important to them (Aronson et al 1999;Spencer et al 1999;Steele et al 2007). If a student negatively stereotyped as bad at mathematics does not care about doing well in mathematics, that student has no reason to feel threatened (Penner and Willer 2011).…”

Section: Theoretical Framework: Stereotype Threatmentioning

confidence: 99%

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Stereotype Threat and Educational Tracking: A Field Experiment in Chinese Vocational High Schools

Chu

Loyalka

et al. 2018

Socius: Sociological Research for a Dynamic World

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Educational tracks create differential expectations of student ability, raising concerns that the negative stereotypes associated with lower tracks might threaten student performance. The authors test this concern by drawing on a field experiment enrolling 11,624 Chinese vocational high school students, half of whom were randomly primed about their tracks before taking technical skill and math exams. As in almost all countries, Chinese students are sorted between vocational and academic tracks, and vocational students are stereotyped as having poor academic abilities. Priming had no effect on technical skills and, contrary to hypotheses, modestly improved math performance. In exploring multiple interpretations, the authors highlight how vocational tracking may crystallize stereotypes but simultaneously diminishes stereotype threat by removing academic performance as a central measure of merit. Taken together, the study implies that reminding students about their vocational or academic identities is unlikely to further contribute to achievement gaps by educational track.

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Stereotype Threat

Cited by 7 publications

References 0 publications

Why don’t “real men” learn languages? Masculinity threat and gender ideology suppress men’s language learning motivation

Why don’t “real men” learn languages? Masculinity threat and gender ideology suppress men’s language learning motivation

Stereotype Threat in the Marketplace: Consumer Anxiety and Purchase Intentions

Stereotype Threat and Educational Tracking: A Field Experiment in Chinese Vocational High Schools

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