Stereotype Threat Research Articles

De invloed van leerkrachtverwachtingen op het onderpresteren van jongens in lezen

The effect of teacher expectations on boys’ underperformance in reading Prior research indicates a gender gap in reading performance among primary school students in which boys underperform compared to girls. Based on theories on gender differences in teacher expectations and how low teacher expectations lead to low student reading performance, we, firstly, examined to what extent teacher expectations can explain this gender gap in reading performance. Secondly, by including theories on gender stereotype threat and stigmatization, we studied the possible ‘buffering’ effect of high teacher expectations against boys’ underperformance in reading. The 2016 Dutch PIRLS data were used to examine the mediating and moderating effect of teacher expectations on the effect of student gender on students’ actual reading performance. The conducted multilevel analyses show that, although the gender gap in reading performance indeed exists, teacher expectations do not significantly explain or buffer it. Limitations of the current research and implications for future research are discussed.

Linguistic racism in inter-culture service encounter

Purpose Language plays an important role in a successful service exchange, but it can become a source of discrimination if one party is a non-native speaker in the host country. This study aims to examine the linguistic racism that non-native customers experience in Inter Culture Service Encounters (ICSEs) and delves into factors that contribute to the underlying psychological responses and the behavioral outcomes. Design/methodology/approach A phenomenological approach was used where 16 individuals were interviewed to discover themes through non-native customers' lens using an inductive process. Next, the emerged categories were classified based on extant literature, using a deductive approach. Findings The findings highlight the role of language varieties as a strong social identity cue for non-native customers where the associated stigma makes them see ICSE as a stereotype threat. Most importantly, these experiences shape their future behavior by avoiding direct interactions with the servers and adopting other service channels. Several “social others” influence this process. Originality/value This study explores the notion of linguistic racism in an ICSE from a non-native consumers’ lens and thus adds to this under-researched literature. Using a phenomenological approach, the authors propose a framework focusing on the perception of language-related stigma and discrimination experienced by non-native consumers’ along with possible behavioral responses.

The uniformity of stereotype threat: Analyzing the moderating effects of premeasured performance

Stereotype threat theory states that female and minority test-takers underperform on cognitive tests because they experience pressure by negative stereotypes about their group's performance. The theory hypothesizes that this effect is larger for test-takers who strongly identify with an academic domain, and for whom the test is the most difficult. These moderators can create treatment-by-covariate interactions when premeasured performance (e.g., the SAT) serves as covariate, as is common practice in stereotype threat experiments. In this preregistered Bayesian meta-analysis, we used the raw data from 31 stereotype threat studies involving 3357 negatively stereotyped participants to investigate whether stereotype threat effects are moderated by premeasured performance. Results yield evidence for no moderation. Correlations between premeasured performance and test scores are similar across conditions, indicating uniformity of stereotype threat with respect to premeasured performance. This suggests that domain identification or test difficulty as both operationalized by premeasured performance fail to moderate stereotype threat effects, and that previous findings on the effect of these moderators may be false positives.

Stereotype threat, gender and mathematics attainment: A conceptual replication of Stricker & Ward.

Stereotype threat has been proposed as one cause of gender differences in post-compulsory mathematics participation. Danaher and Crandall argued, based on a study conducted by Stricker and Ward, that enquiring about a student’s gender after they had finished a test, rather than before, would reduce stereotype threat and therefore increase the attainment of women students. Making such a change, they argued, could lead to nearly 5000 more women receiving AP Calculus AB credit per year. We conducted a preregistered conceptual replication of Stricker and Ward’s study in the context of the UK Mathematics Trust’s Junior Mathematical Challenge, finding no evidence of this stereotype threat effect. We conclude that the ‘silver bullet’ intervention of relocating demographic questions on test answer sheets is unlikely to provide an effective solution to systemic gender inequalities in mathematics education.

The Role of Stereotype Threat, Anxiety, and Emotional Intelligence in Women’s Opportunity Evaluation

Masculine stereotypes of entrepreneurship represent a threat to women. We aim to understand how such stereotype threat affects women’s opportunity evaluation through anxiety. We test our idea using a two-randomized-experiment strategy and achieve external validity using a survey of female entrepreneurs. We find that situational anxiety, as an emotional mechanism, explains why stereotype threat negatively influences opportunity evaluation among women. We further unveil emotional intelligence as a boundary condition enabling women to cope with stereotype threat during opportunity evaluation. Our studies provide new insights into an emotive view of stereotype threat in the context of women’s entrepreneurship.

Stereotype threat in learning situations? An investigation among language minority students

Stereotype threat (ST) is a potential explanation for inequalities in language competencies observed between students from different language backgrounds. Language competencies are an important prerequisite for educational success, wherefore the significance for investigation arises. While ST effects on achievement are empirically well documented, little is known about whether ST also impairs learning. Thus, we investigated vocabulary learning in language minority elementary school students, also searching for potential moderators. In a pre-post design, 240 fourth-grade students in Germany who were on average 10 years old (MAge = 9.92, SD = 0.64; 49.8% female) were randomly assigned to one of four experimental conditions: implicit ST, explicit ST without threat removal before posttest, explicit ST with threat removal before posttest, and a control group. Results showed that learning difficult vocabulary from reading two narrative texts was unaffected by ST. Neither students’ identification with their culture of residence and culture of origin nor stereotyped domain of reading were moderators. The findings are discussed with regard to content and methodological aspects such that a motivation effect might have undermined a possible ST effect. Implications for future research include examining the question at what age children become susceptible to ST and whether students have internalized negative stereotypes about their own group, which could increase the likelihood of ST effects occurring.

Towards dynamically monitoring computer-assisted instruction to reduce educational inequality

ABSTRACT Educational inequality may entail not only socioeconomic disparities, but also cognitive-affective disparities across students. Considering the pervasive socio-contextual factors inherent to classroom environments affecting students’ self-confidence and learning – e.g., stereotype threats linked to low cognitive abilities or disadvantaged socioeconomic backgrounds – I envision the possibility to administer and monitor computer-assisted instruction dynamically to fit individual learner needs as a way to minimise, when needed, the influence of contextual factors and enhance self-perceptions to better help students cope with other classmates in group settings. This approach, which represents a neglected possibility so far, may be of interest for researchers and teachers in their daily practice and may stimulate the debate on educational inequality.

Age-based stereotype threat and neuropsychological performance in older adults

ABSTRACT The current study investigated the effects of age-based stereotype threat on neuropsychological assessment outcomes in an older adult population. Community volunteers (n = 49) age 65 and older were screened for cognitive impairment, depression, and anticholinergic medication use. Screened individuals were randomly stratified into either an ABST or a Control group. All participants were administered a broad range of neuropsychological measures of cognition as well as a self-rating measure assessing subjective concern about cognitive ability. A main effect of ABST on subjective concern about cognitive ability was supported. Specifically, individuals in the ABST group were significantly more likely to attribute their memory errors to the onset of dementia (F(1,41) = 5.334, p = .026). However, results showed no significant difference between groups on objective neuropsychological performance measures. The current study discusses the importance of considering ABST effects in the context of neuropsychological assessment in older adult populations.

When race and agency collide: examining pregnant black women’s experiences in healthcare

ABSTRACT Black women are disproportionately affected by racial disparities in maternal healthcare. Using critical race theory and the agency-identity model, this study examined how pregnant Black women communicated agency and perceived the impact of race in interactions with medical practitioners. Thirty Black women were interviewed about how they communicated with U.S. medical practitioners during pregnancy. Their responses revealed they used preemptive stereotype shields, self-agency, and information seeking on digital platforms to enhance interactions with practitioners. Also, some women argued for race-centered care and offered insights to Black mothers and to medical practitioners. Conversely, some women were uncertain about the effect of race on their care, while others wanted complete racial neutrality in their treatment. Nevertheless, this study indicates that race impacts maternal healthcare and expands understanding of stereotype threat, the sociocultural agency identity, and racial neutrality. Finally, the study may be used to support future health communication interventions regarding maternal care.

Supporting Historically Underrepresented Groups in STEM Higher Education: The Promise of Structured Mentoring Networks

Although institutions of higher education have placed a large emphasis on increasing the number of underrepresented minority (URM) students matriculating in higher education, the disparities in STEM retention and graduation rates between URM and non-URM students emphasize the dire need for increased support to help URM students navigate challenges including stereotype threat, impostor phenomenon, and lack of social connectedness that disproportionately affect URM students in majority-dominated fields. Prior research has demonstrated that structured mentoring has the potential to generate substantial improvements in academic, social, and career outcomes for URM STEM students. In particular, network-based mentoring approaches that allow for students to receive both professional and peer mentoring, as well as the opportunity to mentor other students, have demonstrated success in this realm. In this article, we discuss how the current state of academia often fails URM STEM students and faculty, review literature regarding the ways in which structured mentoring approaches can alleviate barriers to success among URM groups in STEM fields, and offer recommendations regarding how academic institutions can successfully implement holistic student and faculty mentoring programs.

An analysis of the underrepresentation of minoritized groups in science, technology, engineering, and mathematics education

AbstractThe current school system lacks adequate racial representation among science, technology, engineering, and mathematics (STEM) teachers, particularly among Black and Latinx populations. This is a critical equity issue due to the increasing racial diversity of the student population and the benefits of race congruence between teachers and students. Using a Critical Race Theory framework, this phenomenological mixed‐methods study explores the underrepresentation of minoritized groups in STEM education. Original surveys and interviews were used to explore the experiences of Black and Latinx STEM majors. The purpose of this study is to better understand the Students of Color's (SOC) positive and negative educational experiences in STEM and how those experiences impact a SOC's interest in becoming a STEM teacher. Findings reveal that SOC are not interested in pursuing careers in STEM teaching because of the low pay of the teaching profession and the impact of stereotype threat. This research confirms that the inequities in the STEM education pipeline are taking place at the K‐12 and post‐secondary education level. Change is required in K‐12 education, post‐secondary, and at the policy level in order to create a more equitable education system for all students.

Words Matter: Examining Gender Differences in the Language Used to Evaluate Pediatrics Residents.

Gender disparities in academic medicine continue to be pervasive. Written evaluations of residents may provide insight into perceptions of residents by faculty, which may influence letters of recommendation for positions beyond residency and reinforce perceived stereotype threat experienced by trainees. To examine language used in faculty evaluations of pediatrics residents to determine if there are differences in language used with respect to gender of resident. All faculty evaluations of residents in 3 consecutive intern classes from 2016 to 2018 were collected and redacted for name and gender identifiers. We performed a qualitative analysis of written comments in 2 mandatory free text sections. The study team initially coded text collectively, generating a code book, then individually to apply the coding scheme. Next, evaluations were unblinded to gender. Code applications were aggregated by resident, and frequencies of code application by resident were compared by standardized mean differences to detect imbalances between genders. A total of 448 evaluations were analyzed: 88 evaluations of 17 male residents, and 360 evaluations of 70 female residents. Codes more frequently applied to women included "enthusiasm," and "caring," while codes more frequently applied to men included "intelligence," and "prepared." A conceptual model was created to reflect potential impacts of these differences using a lens of social role theory. We identified differences in the way male and female residents are evaluated by faculty, which may have negative downstream effects on female residents, who may experience negative self-perception, differential development of clinical skills, and divergent career opportunities as a result.

AAIM Recommendations to Promote Equity in the Clerkship Clinical Learning Environment

AAIM Recommendations to Promote Equity in the Clerkship Clinical Learning Environment

A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities

Exposure to stigma and stereotype threat is detrimental for numerous marginalized groups. Research has demonstrated that individuals with specific learning disabilities (SLDs) are vulnerable to stigmatization. The purpose of this systematic review was to summarize the studies investigating associations between SLD-related stigma and stereotype threat and psychological and academic outcomes in individuals with SLDs, as well as examine the overall effect size of these associations across studies. A total of 16 studies met inclusion criteria—12 studies (52 effect sizes) examined SLD stigma with psychological adjustment or academic outcomes, and six studies (eight effect sizes) examined SLD stereotype threat. Greater SLD stigma scores had a medium-sized and significant correlation with less self-esteem across nine effect sizes (r = −.39, p = .002). Other outcomes were not powered enough for meta-analyses, although studies generally showed that greater SLD stigma and stereotype threat was related to less optimal psychological adjustment. These results suggest that these negative experiences should be a target of intervention and support efforts for individuals with SLDs. The associations between SLD stigma and stereotype threat and academic performance outcomes were comparatively more heterogeneous and less robust. These findings highlight the need for more research on SLD-related stigma and stereotype threat.

Gender stereotypes: implicit threat to performance or boost for motivational aspects in primary school?

Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed results in stereotype threat research in the past. N = 151 German primary school children (47.7% female; mean age: M = 9.81, SD = 0.60) calculated either stereotypical or neutral mathematical text problems before motivational aspects were assessed. Contradicting our expectations, results neither revealed a stereotype threat effect on girls’ performance nor a lift effect on the boys. Instead, girls calculating stereotypical tasks outperformed girls in the control group, whereas boys’ performance did not significantly differ compared to the control group. Regarding motivational aspects, only traditional gender differences emerged as girls reported significantly more pressure and tension calculating the mathematical tasks. The discussion focuses on the way in which stereotypes can affect children’s cognitive performance and in turn, their mathematical performance.

Factors Associated With Advance Care Planning by Race.

This study aims to quantify and interpret Black-White differences in the factors associated with advance care planning (ACP), with specific attention to self-reported presence of chronic conditions and healthcare stereotype threat (HCST) in medical settings. Black and White individuals aged 50 and older (N = 499) were recruited from community centers and assisted living facilities in southern California and on Amazon Mechanical Turk. Six sequential logistic regressions assessed the effect of age, presence of chronic conditions, income, and HCST on predicting 3 components of ACP by race. Findings suggest that the awareness of ongoing chronic conditions predicts all 3 aspects of ACP for Whites, but not for Blacks. HCST positively predicts the appointment of a durable power of attorney, but only for Black respondents. These findings offer a novel perspective on racial disparities in ACP that may inform health care providers and community practices.

The Professional Choices of Black Adolescents in Brazil: Effects of Stereotype Threats

The Professional Choices of Black Adolescents in Brazil: Effects of Stereotype Threats

Self-Control Capacity Moderates the Effect of Stereotype Threat on Female University Students' Worry During a Math Performance Situation.

Stereotype threat is a possible reason for difficulties faced by girls and women in the fields of science, technology, engineering, and mathematics. The threat experienced due to gender can cause elevated worry during performance situations. That is, if the stereotype that women are not as good as men in math becomes salient, this stereotype activation draws women’s attention to task-irrelevant worry caused by the fear of conforming to the negative stereotype. Increased worry can reduce cognitive resources, potentially leading to performance decrements. We argue that such worry is more pronounced immediately after an unrelated self-control demand, which is assumed to temporarily decrease people’s self-control exertion over their attention and stream of thought (i.e., relatively low self-control capacity). This prediction was examined in an experiment conducted with 102 participating university students enrolled in courses in which math plays a crucial role. After the manipulation of self-control capacity (low vs. high), stereotype threat was induced for the female students, but not the male students. Then, the students were asked to report their thoughts during a math performance situation (i.e., written thought protocols) three times. Multiple-group autoregressive path models revealed that when self-control capacity was relatively low, female compared with male students reported more intense worry in the initial two thought protocols. In contrast, in the relatively high self-control capacity condition, female and male students did not differ significantly in their reported worry at any time. These results expand on previous findings, suggesting that threat effects depend on definable situational self-control conditions.

Differences in Sport Management Doctoral Students’ Experiences With Gender Microaggressions and Stereotype Threat by Gender

Not unlike the sport industry, the majority of sport management students in the United States are White, middle-class males. As women in male-dominated academic departments experience gender harassment more frequently than women in balanced or female-dominated departments, the purpose of this study was to explore the experiences of sport management doctoral students with gender microaggressions and stereotype threat by gender to examine if such experiences occur at this stage in academia. The results indicate that female students experience gender microaggressions of being excluded, being treated like a second-class citizen, and being placed in restrictive roles by program faculty due to their gender more frequently than male students. This study provides clarity into issues affecting female doctoral student progression postgraduation in sport management. In addition, this study provides context around the student experience in doctoral programs across male-dominated academic disciplines.

Sexual identity factors and minority stressors associated with healthcare stereotype threat and access to care among Black sexual minority women

Black sexual minority women (SMW) are disproportionately impacted by negative health outcomes, healthcare discrimination, and provider bias. Therefore, the purpose of this study was to investigate which sexual identity characteristics and minority stressors are associated with healthcare stereotype threat and healthcare access for Black SMW. Using secondary data from the Generations Study data, N = 142 Black and/or biracial cisgender women were analyzed using bivariate correlations and stepwise regression models. Healthcare stereotype threat was positively associated with higher perceptions of stigma, sexual identity concealment, and reports of sexual identity centrality. Healthcare access was affected by bisexual identity, masculine gender presentation, and sexual identity concealment. Improving Black SMW’s healthcare utilization and experiences in healthcare settings is crucial for promoting health equity. Implications for healthcare providers and discussed.