Awareness of stereotypes about a person’s in-group can affect a person’s behavior and performance when they complete a stereotype-relevant task, a phenomenon called stereotype susceptibility. Shih, Pittinsky, and Ambady (1999) primed Asian American women with either their Asian identity (stereotyped with high math ability) or female identity (stereotyped with low math ability) or no priming before administering a math test. Of the three groups, Asian-primed participants performed best on the math test, female-primed participants performed worst. The article is a citation classic, but the original studies and conceptual replications have low sample sizes and wide confidence intervals. We conducted a replication of Shih et al. (1999) with a large sample and found a significant effect with the same pattern of means after removing participants that did not know the race or gender stereotypes, but not when those participants were retained. Math identification did not moderate the observed effects.
This qualitative study explored the perceptions of, knowledge regarding, and preparation for standardized college admissions exams of 227 urban African American and Latino high school students. Findings include the students' lack of information about the test and their reliance on their relatively uninformed and unavailable school officials for information, preparation strategies, strategies for achieving high scores, stress level due to the necessity of high test scores, and beliefs that the tests are an unfair obstacle. Students'knowledge of and strategies for preparing and taking the tests are conceptualized as cultural capital and habitus utilizing a Bourdieuian framework.
This study examined cultural specificity in how interpretations about peer provocation are associated with revenge goals and aggression. The sample consisted of young adolescents from the United States (369 seventh graders; 54.7% male; 77.2% identified as White) and from Pakistan (358 seventh graders; 39.2% male). Participants rated their interpretations and revenge goals in response to six peer provocation vignettes and completed peer nominations of aggressive behavior. Multigroup structural equation models (SEMs) indicated cultural specificity in how interpretations were related to revenge goals. Interpretations that a friendship with the provocateur was unlikely were uniquely related to revenge goals for Pakistani adolescents. For U.S adolescents, positive interpretations were negatively related to revenge but self-blame interpretations were positively related to vengeance goals. Revenge goals were related to aggression similarly across groups.
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