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January 20.docx

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Jennifer Ostovich

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Psych 3CD3           Monday, January 20, 2014 Intergroup Relations Stereotype Threat Stereotypes and Academic Performance • Race predicts drop­out rates in the US o University completion (Stelle, 1990)  Even with the same SAT and GPA, blacks were more likely to drop  out  72% dropout rates for blacks; 42% for whites o High school on­time completion (Schott Foundation, 2008)  On­time graduation rate for black males was 47% in the US  Worse in major urban areas; 28%  The rate for on­time completion for whites was close to 100% o WHY?  Blacks suffered uniquely compared with whites from stereotype  threat • Some terminology o Stereotype threat  Activation of a stereotype in a situation relevant to a stereotype of  a group that you are worried that you will fulfill  Stereotype in the States that blacks are not academically inclined  When black students are performing school work, this brings to  mind stereotypes about blacks that they are afraid they might  concur with  Stereotype is activated and this activates some anxiety  They are worried that they don’t want to perform badly  The threat of fulfilling one of the stereotypes interferes with  functioning  Over time, your performance suffers due to the higher arousal, and  you might begin to disidentify with academic achievement o Self­fulfilling prophecy  The worry about fulfilling the stereotype actually makes fulfilling  the stereotype more likely  Applies to Hispanics and the elderly • General experimental methodology (Steele, 1990s) o Brought in black and white Stanford students individually o Sets them up with a task (difficult) that they know they won’t do well on o Sometimes the participants are told the task is for fun and other times they  are told the task has relevance Should we ask about race? • Methods  o Verbal games described as difficult but meaningless • 2 IVs o Race of Ss (50% black; 50% white) o Threat: Ss asked their race vs. not asked their race • DV o Mean number of items solved • Results o Whites significantly outperform blacks o If you don’t ask about race beforehand, there is no significant difference in  performance o Priming race and what’s associated with it actually does affect  performance What if race isn’t mentioned? • Method o Can stereotype threat account of performance differences when race isn’t  mentioned? • 2 IVs o Race o Threat (evaluation vs. no evaluation of ability) • 2 DVs  o Mean number of items solved o Manipulation check  Asked what the participants thought was being tested  65% in the threat condition thought intelligence was being tested  In the no threat condition, only 3% thought intelligence was being  tested • Results o When there is no stereotype threat and it is thoug
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