Performance boosts in the classroom: Stereotype endorsement and prejudice moderate stereotype lift

2008 ◽  
Vol 44 (5) ◽  
pp. 1421-1424 ◽  
Author(s):  
Armand Chatard ◽  
Leila Selimbegović ◽  
Paul Konan ◽  
Gabriel Mugny
Keyword(s):  
Stereotype Endorsement ◽  
Stereotype Lift

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

STEREOTYPE THREAT AND STEREOTYPE LIFT: THE CASE OF 10 YEAR OLD GIRLS AND BOYS

2016 ◽  
Vol 12 (4) ◽  
pp. 21-32
Author(s):  
Anna Kwiatkowska ◽  
Małgorzata Mróz
Keyword(s):  
Stereotype Threat ◽  
Cognitive Performance ◽  
Significant Interaction ◽  
Self Esteem ◽  
The Self ◽  
Experimental Conditions ◽  
Significant Interaction Effect ◽  
Significant Drop ◽  
Stereotype Lift ◽  
And Performance

The aim of this study was to examine the effects of stereotypical and counter-stereotypicalinformation on the self-esteem and cognitive performance of 10-year-old children. Our sampleconsisted of 37 girls and 37 boys. Children were presented with 10 “mathematical” puzzles in threeexperimental conditions: stereotypical (boys are better), counter-stereotypical (girls are better), andthe control condition (no particular information). Self-esteem was measured using a non-verbaltask. The results showed a significant interaction effect of “condition x sex” on self-esteem andperformance. Girls revealed no significant differences between control and experimental conditions,while boys showed a significant drop in self-esteem and performance in the counter-stereotypicalcondition as compared to the control condition and a significant lift in self-esteem and performancein the stereotypical condition as compared to the control condition.

Stereotype Lift

2003 ◽  
Vol 39 (5) ◽  
pp. 456-467 ◽  
Author(s):  
Gregory M Walton ◽  
Geoffrey L Cohen
Keyword(s):  
Stereotype Lift

Individual Differences in Miserly Thinking Predict Endorsement of Racial/Ethnic Stereotypes

2020 ◽  
Vol 38 (5) ◽  
pp. 405-421
Author(s):  
John C. Blanchar ◽  
David J. Sparkman
Keyword(s):  
Individual Differences ◽  
Cognitive Ability ◽  
Reflective Thinking ◽  
Cognitive Reflection Test ◽  
Cognitive Efficiency ◽  
Ethnic Stereotypes ◽  
Epistemic Motivation ◽  
Stereotype Endorsement ◽  
Racial Ethnic ◽  
Cognitive Miser

The “cognitive miser” metaphor is a classic characterization of mental life wherein cognitive efficiency is favored over careful and reflective thinking. A presumed implication is that reliance on intuitive processing in the absence of reflective thinking should encourage stereotyping. However, research to date has not adequately tested whether proclivities to engage reflective thinking correspond with less stereotype endorsement, nor if their influence occurs independent of cognitive ability and epistemic motivation. In two studies, we conducted straightforward tests of this hypothesis by measuring individual differences in miserly or reflective thinking, cognitive ability, and epistemic motivation as unique predictors of stereotype endorsement. We utilized objective, performance-based measures of reflective thinking via the Cognitive Reflection Test. The results provide the first direct evidence for the cognitive miser hypothesis. Individual differences in miserly thinking predicted endorsements of racial/ethnic stereotypes independent of cognitive ability and epistemic motivation.

scholarly journals Investigating Physiological and Self-Reported Mediators of Stereotype Lift Effects on a Motor Task

2008 ◽  
Vol 30 (1) ◽  
pp. 18-26 ◽  
Author(s):  
Aïna Chalabaev ◽  
Jeff Stone ◽  
Philippe Sarrazin ◽  
Jean-Claude Croizet
Keyword(s):  
Motor Task ◽  
Stereotype Lift
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