Should I stay or should I go now?: How dynamic group norms affect the perception of stereotype threat

Summary: A social identity model of effort exertion in groups is presented. In contrast to most traditional research on productivity and performance motivation, the model is assumed to apply to groups of all sizes and nature, and to all membership contingent norms that specify group behaviors and goals. It is proposed that group identification renders behavior group-normative and encourages people to behave in line with group norms. The effect should be strengthened among people who most need consensual identity validation from fellow members, and in intergroup contexts where there is inescapable identity threat from an outgroup. Together these processes should encourage people to exert substantial effort on behalf of their group.

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The Social Determinants of Intellectual Performance Under Threat: From Interpersonal Comparisons to the Stereotype Threat

Swiss Journal of Psychology ◽

10.1024/1421-0185.66.3.139 ◽

2007 ◽

Vol 66 (3) ◽

pp. 139-144 ◽

Cited By ~ 2

Author(s):

Alain Quiamzade ◽

Jean-Claude Croizet

Keyword(s):

Stereotype Threat ◽

Social Determinants ◽

Intellectual Performance ◽

Interpersonal Comparisons ◽

The Social

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The Stereotype Threat Effect

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x/a000234 ◽

2018 ◽

Vol 29 (4) ◽

pp. 249-258 ◽

Cited By ~ 1

Author(s):

Steffen Moritz ◽

Insa Happach ◽

Karla Spirandelli ◽

Tania M. Lincoln ◽

Fabrice Berna

Keyword(s):

Stereotype Threat ◽

Self Report ◽

Neuropsychological Performance ◽

Neurocognitive Deficits ◽

Online Study ◽

Memory And Attention ◽

Threat Effect ◽

Efficacy Expectations ◽

Study Participants ◽

The Impact

Abstract. Neurocognitive deficits in patients with mental disorders are partially due to secondary influences. “Stereotype threat” denotes the phenomenon that performance is compromised when a participant is confronted with a devaluing stereotype. The present study examined the impact of stereotype threat on neuropsychological performance in schizophrenia. Seventy-seven participants with a self-reported diagnosis of schizophrenia were randomly assigned to either an experimental condition involving stereotype threat activation or a control condition in an online study. Participants completed memory and attention tests as well as questionnaires on motivation, self-efficacy expectations, cognitive complaints, and self-stigmatization. Contrary to our prediction, the two groups showed no significant differences regarding neuropsychological performance and self-report measures. Limitations, such as a possibly too weak threat cue, are discussed and recommendations for future studies are outlined.

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Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

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.

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