Domain identification predicts black students’ underperformance on moderately-difficult tests

Stereotype Threat and Its Problems: Theory Misspecification in Research, Consequences, and Remedies

“…Finally, stereotype threat theory postulates that the task in question should be challenging enough to make the threat of the stereotype a possibility (Steele, 1997). Studies show that domain identification (Keller, 2007; Kray et al, 2001; Lawrence et al, 2010; Steinberg et al, 2012), task difficulty (Keller, 2007; Lawrence et al, 2010), and stereotype awareness (Brown & Pinel, 2003; Picho & Schmader, 2018) are positively associated with stereotype threat. Specifically, women who highly identify with mathematics and are also chronically conscious of their stigmatized status tend to underperform under stereotype threat (Keller, 2007).…”

Stereotype threat impairs ability building: Effects on test preparation among women in science and technology

“…In addition, we were interested in determining whether domain identification influenced the effects on note taking. Previous research on stereotype threat and test taking showed that moderate to high levels of domain identification increased the detrimental effects of stereotype threat (e.g., Aronson et al, ; Cadinu, et al, ; Keller, ; Lawrence, et al, ). For example, when confronted with the stereotype that Asians are better at math, high math‐identified White men were more likely to underperform than White men who were less domain identified (Aronson et al, ).…”

“…For example, a female student may enjoy and care about mathematics but, at the same time, be aware of the stereotype that portrays girls as untalented at math. Underperformance due to stereotype threat tends to be most pronounced for participants who are most identified with a domain (e.g., Aronson et al, ; Cadinu, Maass, Frigerio, Impagliazzo, & Latinotti, ; Keller, ; Lawrence, Marks, & Jackson, ). Meta‐analytic findings suggest that moderate levels of domain identification may be sufficient to elicit stereotype threat in women (Nguyen & Ryan, ).…”

When avoiding failure improves performance: Stereotype threat and the impact of performance goals

“…Our main dependent variable was performance accuracy, which is the number of mathematical questions a participant answered correctly divided by the number of questions that the participant answered. This performance measure has been consistently used in the ST literature (e.g., Lawrence, Marks, & Jackson, 2010;Schmader, 2002;Shih, Pittinsky, & Ambady, 1999;Steele & Aronson, 1995). We conducted a 2 × 3 analysis of covariance (ANCOVA) on this measure, controlling for SAT quantitative score (see Figure 1).…”