Retracted:It's all in the timing: measuring emotional reactions to stereotype threat before and after taking a test

Abstract

Stereotype threat is often described as resulting from increased anxiety over confirming a negative stereotype about one's group (Steele, 1997). However, variations in the type of emotional reactions targets experience as a function of stereotype threat has never been examined systematically before and after taking a test, thus it is unclear whether targets experience different emotions at different points in the testing session. The present study investigated this issue of emotional specificity. Results demonstrate that targets of a negative stereotype, but not non-targets, experienced heightened anxiety prior to taking a test under stereotype threat conditions and heightened frustration once the test was concluded. No effects were found in the non-stereotype threat conditions. These findings, therefore, highlight the specific affective states that targets and non-targets experience in threat and non-threat conditions, as well as how these affective states can be assessed using self-report measures.

The role of performance–avoidance goals and worry in mediating the relationship between stereotype threat and performance

“…To date, only one research team (Marx & Stapel, 2006) has manipulated the timing of assessment of emotional state in the stereotype threat context. Marx and Stapel (2006) demonstrated that participants reported a different quality of affect as a function of when their emotional state was assessedparticipants reported greater anxiety when their emotional state was assessed before the test, whereas greater frustration when reported after the test. However, Marx and Stapel found no performance differences as a function of the timing assessment of participants' emotional state.…”

Relationships Between Minority Students Online Learning Experiences and Academic Performance

“…However, they performed better when their race was not used as the underlined status. According to Marx and Stapel (2006), the conditions that produce stereotype threat are ones in which demonstrated stereotype connects the self in association with a relevant social category.…”

“…Research has shown that stereotype threat affects the academic performance of any individual whose situation implores a stereotype-based expectation of poor performance (Marx & Stapel 2006). Examples of studies on stereotype threats are as follows: women's performance in math (e.g., Spencer, Steele, & Quinn, 1999), students from low socioeconomic backgrounds compared to students from high socioeconomic backgrounds on intellectual tasks (e.g., Harrison, Stevens, Monty, & Coakley (2006), Whites compared with Blacks and Hispanics on tasks assumed to reflect natural sports ability (e.g., Stone, 2002), and Whites compared with Asian men in mathematics (e.g., Aronson, et al, 1999).…”

Experiences of stereotyping among individuals employed in selected South African organisations

“…Individuals may report feeling more anxious and ap prehensive in situations where they are confronted with stereotype threat (Marx & Stapel, 2006;Spencer, Steele, & Quinn, 1999). When individuals are aware of being nega tively stereotyped, it may lead to negative emotional reac tions such as anger (Spector, 1998).…”