Stereotype Threat and Race of Interviewer Effects in a Survey on Political Knowledge

2003 ◽  
Vol 47 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Darren W. Davis ◽  
Brian D. Silver
Keyword(s):  
Stereotype Threat ◽  
Political Knowledge ◽  
Interviewer Effects

Do Interviewers Affect Measures of Factual Political Knowledge? Evidence from Austria and Germany

2021 ◽  
Author(s):  
David Johann ◽  
Sabrina J Mayer
Keyword(s):  
Stereotype Threat ◽  
Political Knowledge ◽  
Election Study ◽  
Theoretical Frameworks ◽  
Interviewer Effects ◽  
Stereotype Threat Theory ◽  
National Election Study ◽  
Threat Effect ◽  
Level Of Knowledge ◽  
Low Educated

Abstract This study examines how interviewers’ gender and education affect the measured level of factual political knowledge by drawing on competing theoretical frameworks: stereotype threat theory and interviewer noncompliance with the instructions. Testing these mechanisms using survey data from the Austrian National Election Study (AUTNES) and the German Longitudinal Election Study (GLES), we find no evidence for a stereotype threat effect, but seem to observe interviewer effects resulting from interviewer non-compliance. In Germany, respondents’ measured level of knowledge was significantly higher when a male interviewer, regardless of his education, conducted the interview, compared with low educated female interviewers. This finding has implications for survey-based studies, which measure factual political knowledge, for example attempts to limit such effects should be made during the interviewer briefing.

scholarly journals Gender Differences in Political Knowledge: Bringing Situation Back In

2017 ◽  
Vol 5 (1) ◽  
pp. 39-55 ◽  
Author(s):  
Toni Alexander Ihme ◽  
Markus Tausendpfund
Keyword(s):  
Stereotype Threat ◽  
Gender Gap ◽  
Gender Stereotypes ◽  
Online Survey ◽  
Political Knowledge ◽  
The Political ◽  
Structural Factors ◽  
Knowledge Test ◽  
Political Sciences ◽  
New Perspective

AbstractOne of the best-known empirical findings in the political sciences is the gender difference in political knowledge: women show less political knowledge than men. Conventional research argues that this difference is mainly a product of socialization, structural factors, and biology. Our paper brings a new perspective to the explanation of the gender gap in political knowledge. Based on an online survey and an experiment1, we emphasize the relevance of gender stereotypes as a situational pressure that reduces the performance of women in a political knowledge test. Two conclusions emerge from the analysis: First, our results indicate the existence of a negative stereotype related to the political knowledge of women. Second, the activation of gender stereotypes affects performance on a political knowledge test. Consistent with previous research on stereotype threat, our results indicate that the performance of men on a political knowledge test is affected by gender stereotypes.

Stereotype Threat and the Gender Gap in Political Knowledge

2006 ◽  
Vol 30 (4) ◽  
pp. 392-398 ◽  
Author(s):  
Matthew S. McGlone ◽  
Joshua Aronson ◽  
Diane Kobrynowicz
Keyword(s):  
Stereotype Threat ◽  
Gender Gap ◽  
Political Knowledge

The Stereotype Threat Effect

2018 ◽  
Vol 29 (4) ◽  
pp. 249-258 ◽  
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.

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 the Social and Scientific Contexts of the Race Achievement Gap.

2005 ◽  
Vol 60 (3) ◽  
pp. 270-271 ◽  
Author(s):  
Geoffrey L. Cohen ◽  
David K. Sherman
Keyword(s):  
Achievement Gap ◽  
Stereotype Threat ◽  
The Social
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