Self-Stereotyping and Stereotype Threat

Gender Stereotype Threat

Synthesis

Studies based around stereotype threat.

Dr Claude Steele

Aronson, Quinn and Spencer 1998 analysed the notion of stereotype threat in regards to gender.

Aronson, Quinn and Spencer have previously completed studies regarding minority groups and stereotype threat.

The precise numbers vary dependent on the study, "the general patterns of the statistics regarding the academic achievement of these groups does not: women underperform relative to men in math and the physical sciences while African Americans and Latinos lag behind European Americans and Asian Americans in every domain of academic achievement" (p. 84).

Experimental design- Men and Women college students were brought into the laboratory to take a math test. The math test was based on word problems similar to those encountered in GRE tests. All participants had equal math backgrounds, measured by their SAT scores. Half of the participants read the "diagnostic" instructions stating that the test they were about to take was to measure people's mathematical abilities and limitations- they were also told that the test was an excellent measure of mathematical ability.

The second group of participants were told that the purpose of the test was to see how people solved mathematical problems and problem solving strategies and their score was irrelevant.

"Thus for half of the participants, the situation was such that their ability could not be judged within the bounds of the negative stereotype"(p.89).

The results showed that when the women thought the test was a reflection of their ability they scored lower compared to when they thought their score was irrelevant.

Aronson, Fried and Good (2001)- Developed a study which looked specifically at the stereotype threat that African American students faced. They designed a study where they persuaded a group of students "to adopt the view that their intelligence was malleable, that it could expand with work" (p.4). In order to create a lasting attitude change towards intelligence they created an intervention based around a variety of social psychological tactics.

Three groups of Stanford graduates- African-American and Caucasian (both male and female) participated in this study.

Group 1: Pen pal programme- involving numerous attitude change techniques which helped them to develop the notion that intelligence is expandable.

Group 2: Pen pal programme- different intelligence orientation.

Group 3: Control group- did not participate in pen pal programme or techniques around intelligence being malleable.

Difference in SAT scores was catered for and it was found that across the board African American students had lower SAT scores than Caucasian students.

Group 1 was shown overall to have improved academic performance most significantly, although importantly, there was still a significant gap between African American students and Caucasian students- this Aronson, Fried and Good argued was because even when a specific intervention was put in place, a level of stereotype threat still existed.

Academic well known for his research on stereotype threat. He has written a number of articles on stereotype threat and most recently published a book called "Whistling Vivaldi and other clues to how stereotypes affect us" in 2010.

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Stereotype threat as accounting for African-American-White differences on Cognitive Tests- Sackett, Hardison + Cullen (2004).

Stereotype threat can have significant implications in an educational setting. As Steele discussed, through understanding stereotype threats impact on performance, specifically underperformance, measures can be taken to actively negate the inherent stereotypes.

Importantly stereotype threat is not contained within a performance sphere. Stereotype threat can also inhibit students engaging with academics. As Aronson, Fried and Good highlight in this quote "stereotype threat can in turn provoke responses that impair both academic performance and (the) psychological engagement with academics” (2001, p. 1). This could impact students actively seeking academic guidance/support from academics and inhibit their confidence in academic situations.

There are strong links between stereotype threat and identity. Research in NZ by M. Webber looked at how racial-ethnic representations among adolescents at high school affected their performance. She found strong links between identity and performance, particularly in regards to stereotyping. Her study noted that Maori and Samoan students often associated themselves with people within their racial-ethnic group. Webber argued that by aligning themselves with their racial-ethnic group it helped to "counteract the negative stereotypes that exist regarding their racial-ethnic groups" (Webber, 2011). This is a further example of how stereotype threat can have significant impact on groups in society and can affect how groups behave and socialise.

Synthesis continued

Sackett, Hardison and Cullen wrote a very interesting article about the importance of acknowledging that all findings about majority-minority test score differences are not due to stereotype threat. Some have misinterpreted stereotype threat- in that if stereotype threat was eliminated then scores between majority and minority groups would be identical. As evidenced by the previous example, this is not necessarily the case.

In essence Sacett, Hardison and Cullen's argument situated around the concept that stereotype threat is an important social psychology concept, however it must be accurately represented and is only one of many factors which influences academic underachievement and under-performance by minority/stereotyped groups.

-While a number of studies have focused on racial minority groups, stereotype threat is not a phenomenon that is exclusive to race/culture or ethnicity. Stereotype threat can occur when an individual’s social identity is negativity stereotyped or devalued in an area which increases the individuals vulnerability to underperformance in that particular area (Fuligni, A, 2007). This could be gender based, ethnicity based, interest based or class based.

-Much of the research around academic underperformance highlights the inherent white privilege that exists in many countries in a raft of areas, but particularly in education. This white privilege is often discussed in relation to school curriculum and ensuring that teaching and learning is diverse in order to cater to diverse learners and their needs.

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Key take home messages

Key Take Home Messages Continued

-Stereotype threat has become a widely studied social psychology phenomenon (Aronson, Lusitina, Good, Leough & Steele, 2012).

-Stereotype threat seeks to analyse how aspects the particular domain or assessment environment can contribute to differences in ability (Aronson, Lusitina, Good, Leough& Steele, 2012).

-Stereotype threat can affect a wide range of people in diverse situations therefore enhancing its applicability as a theory.

-Stereotype threat is not a phenomenon exclusive to culture or race it can be present in a range of different situations.

-Stereotype threat can occur when an individual’s social identity is negativity stereotyped or devalued in an area which increases the individuals vulnerability to underperformance in that particular area (Fuligni, A, 2007)

-Limited research on self-stereotyping and stereotype threat has been analysed within a New Zealand education context.

-New Zealand has a significant education issue with low academic performance of ethnic minority groups (Bishop, Berryman, Cavanagh, & Teddy, 2009; Benseman, Anderson, & Anae, 2006).

Identity and developing personal and cultural belonging is a significant issue for young adolescents (Webber, M, 2011). Ethnic identity sits right alongside personal and cultural identity and can play a significant role in determining students’ expectations of themselves both morally as well as academically.

Importantly, stereotype threat must not be viewed as the only reason behind minority group underperformance- by removing stereotype threat there is still a difference in scores between dominant groups and minority groups- for example between Whites and African Americans in the example involving cognitive tests.

There are some that argue elements of stereotype threat can benefit students as they use it as a shield to themselves against the stereotype- and actively seek to work against the threat. Although this shield is weakened as the threat increases.

Outline

New Zealand perspective

Self-Stereotyping and Stereotype threat- Assignment 3-EDUC 741

-Relatively limited research focused on the effect of stereotype threat in a New Zealand setting.

-Maori and Pasifika students are statistically overrepresented in underachievement statistics- to what extent is stereotype threat playing a role in this? This question led me to focus my assignment on stereotype threat from a Maori and Pasifika perspective.

-Webber (2011) identified identity as a key factor which can influence Maori and Pasifika achievement. Her notion of the importance of identity and ethnic identity aligns closely with the concept of self-stereotyping (where people stereotype themselves) and in turn stereotype threat. Webber argued that studies and research focusing in further on these areas are needed.

*Definitions of both stereotype threat and self-stereotyping.

*Synthesis of this topic.

*A New Zealand perspective.

*Key studies situated around stereotype threat.

*Take home messages- concepts.

'Stereotyping' plays a significant role in society.

Definitions:

Stereotype threat:

-Stereotype threat has become a widely studied social psychology phenomenon (Aronson, Lusitina, Good, Leough& Steele, 2012).

-Stereotype threat seeks to analyse how aspects the particular domain or assessment environment can contribute to differences in ability as direct result of negative stereotypes (Aronson, Lusitina, Good, Leough& Steele, 2012).

"Stereotype threat is defined as a situational predicament in which individuals are at risk of confirming negative stereotypes about their group. It is the resulting sense that one might be judged in terms of negative stereotypes about one’s group instead of on personal merit." Stereotype Threat: Theory, Process, and Application Michael Inzlicht and Toni Schmader.

Self-Stereotyping:

Involves self-esteem and how one sees themselves in relation to stereotypes. It is the negative stereotypes that one places upon themselves and judges themselves against.

Self-Stereotyping and Stereotype Threat