On Interpreting Research on Stereotype Threat and Test Performance.

Sackett, Paul R.; Hardison, Chaitra M.; Cullen, Michael J.

doi:10.1037/0003-066x.60.3.271

Cited by 13 publications

(11 citation statements)

References 10 publications

(26 reference statements)

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“…In our meta-analysis, the minority-majority mean effect sizes were greater in stereotype threat-activated conditions than in control conditions, but the effect size of interest was indeed reduced in the threat-removal condition. However, the pattern of findings for male-female math score differences seemed to support Sackett and colleagues' (Sackett, 2003;Sackett et al, 2001Sackett et al, , 2005 position: The performance gaps between men and women in the control and stereotype-removed conditions appeared similar, whereas the mean effect size of interest was higher in the threat-activating condition. With the variability in the effect sizes accounted for by true moderators, we refrain from reaching conclusions.…”

Section: Between-group Meta-analytic Findingsmentioning

confidence: 71%

Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence.

Nguyen

Ryan

2008

Journal of Applied Psychology

664

593

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A meta-analysis of stereotype threat effects was conducted and an overall mean effect size of |.26| was found, but true moderator effects existed. A series of hierarchical moderator analyses evidenced differential effects of race- versus gender-based stereotypes. Women experienced smaller performance decrements than did minorities when tests were difficult: mean ds = |.36| and |.43|, respectively. For women, subtle threat-activating cues produced the largest effect, followed by blatant and moderately explicit cues: ds = |.24|, |.18|, and |.17|, respectively; explicit threat-removal strategies were more effective in reducing stereotype threat effects than subtle ones: ds = |.14| and |.33|, respectively. For minorities, moderately explicit stereotype threat-activating cues produced the largest effect, followed by blatant and subtle cues: ds = |.64|, |.41|, and |.22|, respectively; explicit removal strategies enhanced stereotype threat effects compared with subtle strategies: ds = |.80| and |.34|, respectively. In addition, stereotype threat affected moderately math-identified women more severely than highly math-identified women: ds = |.52| and |.29|, respectively; low math-identified women suffered the least from stereotype threat: d= |.11|. Theoretical and practical implications of these findings are discussed.

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Section: Between-group Meta-analytic Findingsmentioning

confidence: 71%

Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence.

Nguyen

Ryan

2008

Journal of Applied Psychology

664

593

View full text Add to dashboard Cite

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“…Others have examined mechanisms of stereotype threat, such as social identification (e.g., Steele, ), or moderators such as stigma consciousness (e.g., Brown & Lee, ). Finally, some researchers have clarified misunderstandings of Steele and Aronson's () initial results (Sackett, Hardison, & Cullen, , , ). Recently, Aronson and McGlone () extensively reviewed theory and research related to stereotype threat that addresses these and other issues.…”

Section: Effects Of Race On Academic Performancementioning

confidence: 95%

Importance of race, gender, and personality in predicting academic performance

Steele-Johnson

Leas

2013

J Applied Social Pyschol

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Substantial research has demonstrated that African American students tend to perform more poorly than their White counterparts in terms of academic performance (e.g., Bali & Alvarez). However, this knowledge has proven insufficient in highlighting a clear path for countering this gap in academic achievement. The present study (n = 719) provides evidence that race (African Americans and Whites) interacts with personality in predicting academic performance (i.e., grade point average) in a college setting and that the pattern of effects differs for men and women. Agreeableness reduced race effects for women, and extraversion and openness reduced race effects for men. Our results suggest new avenues for educators and policymakers to consider when attempting to reduce this performance gap.

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“…This conclusion does not follow. Sackett, Hardison, & Cullen (2004), (2005) point out that, because the original research controlled for SAT scores, the variance in the laboratory test that is influenced by the stereotype threat must be a different proportion of variance than the variance in test scores predicted by the SAT. Sackett et al document that this important point has been lost in secondary reports in scientific journals.…”

Section: Principles For Conducting Research On Racial/ethnic Differencesmentioning

confidence: 99%

Considerations Relating to the Study of Group Differences in Intelligence

Hunt

Carlson

2007

Perspect Psychol Sci

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There are signs that the debate over racial and gender differences in intelligence is about to begin again. In this article we will be concerned primarily with racial differences but will make remarks about gender differences where applicable. Previously there have been bitter arguments over whether or not races exist, over whether it is either important or proper to study racial and gender differences in intelligence, and over the conclusions that have been drawn about environmental and genetic causes as determinants of these differences. We argue that races do, indeed, exist and that studying differences in cognitive competence between groups is a reasonable thing to do. We also point out that past research on both racial and gender differences in intelligence has been marked by methodological errors and overgeneralizations by researchers on all sides of the issue. We propose ten principles of design, analysis, and reporting that ought to be considered carefully when doing or evaluating research in this area.

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On Interpreting Research on Stereotype Threat and Test Performance.

Abstract: Deflecting the trajectory and changing the narrative: How selfaffirmation affects academic performance and motivation under identity threat.

Cited by 13 publications

References 10 publications

Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence.

Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence.

Importance of race, gender, and personality in predicting academic performance

Considerations Relating to the Study of Group Differences in Intelligence

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