Stereotype Threat Undermines Academic Learning  

Oleh:

Taylor, Valerie Jones ; Walton, Gregory M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Personality and Social Psychology Bulletin (http://journals.sagepub.com/home/pspc) vol. 37 no. 8 (Aug. 2011), page 1055-1067.
Topik: Stereotype Threat; Learning; Africa Americans; Race; Value Affirmation
Fulltext: Pers Soc Psychol Bull-2011-Taylor-1055-67-Lph.pdf (545.96KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: PP45.44 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

Two experiments tested whether stereotype threat can undermine the acquisition of academic knowledge and thus harm performance even in nonthreatening settings. In Experiment I, Black and White students studied rare words in either nonthreateningg or threatening conditions. One to two weeks later, perticipants recalled word definitions, half in a nonthreatening "warm-up" and half in a threatenig "test". Replicating past research, Black students performed worse on the test than on the warm-up. But importantly, Black students who had studied in the threatening rather than nonthreatening environment performed worse even on the warm-up. White students were unaffected. In Experiment 2, a value affrimation eliminated the learning-threat effect and provided evidence of psychological process. The result suggest that stereotype threat causes a form of "double jeopardy" whereby threat can undermine both learning and perfomance. The discussion addresses implications for the interpretation of group differences and for understanding how brief threat-reducing interventions can produce long-lasting benefits.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali