Unleashing Latent Ability: Implications of Stereotype Threat for College Admissions

Logel, Christine; Walton, Gregory M.; Spencer, Steven J.; Peach, Jennifer M.; Mark, Zanna P.

doi:10.1080/00461520.2011.611368

Cited by 22 publications

(15 citation statements)

References 49 publications

(74 reference statements)

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“…As of September 2012, over 200 empirical studies exist illustrating the deleterious effects of ST on students’ performance (for reviews see Appel & Kronberger, 2012; Logel, Walton, Spencer, Peach, & Zanna, 2012; Nadler & Clark, 2011; Nguyen & Ryan, 2008; Walton & Spencer, 2009), although some still question the robustness of these findings (Sackett, Hardison, & Cullen, 2004; Stoet & Geary, 2012). Much is known about the moderators (for a review see Nguyen & Ryan, 2008) and mediating processes of ST effects on performance (for reviews see Smith, 2004; Schmader et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Beyond Performance: A Motivational Experiences Model of Stereotype Threat

et al. 2013

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The contributing role of stereotype threat (ST) to learning and performance decrements for stigmatized students in highly evaluative situations has been vastly documented and is now widely known by educators and policy makers. However, recent research illustrates that underrepresented and stigmatized students’ academic and career motivations are influenced by ST more broadly, particularly through influences on achievement orientations, sense of belonging, and intrinsic motivation. Such a focus moves conceptualizations of ST effects in education beyond the influence on a student’s performance, skill level, and feelings of self-efficacy per se to experiencing greater belonging uncertainty and lower interest in stereotyped tasks and domains. These negative experiences are associated with important outcomes such as decreased persistence and domain identification, even among students who are high in achievement motivation. In this vein, we present and review support for the Motivational Experience Model of ST, a self-regulatory model framework for integrating research on ST, achievement goals, sense of belonging, and intrinsic motivation to make predictions for how stigmatized students’ motivational experiences are maintained or disrupted, particularly over long periods of time.

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Section: Introductionmentioning

confidence: 99%

Beyond Performance: A Motivational Experiences Model of Stereotype Threat

et al. 2013

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“…This approach to affirmative action we call “affirmative meritocracy.” It extends past models by emphasizing changing organizational practice to combat stereotype threat (see also Logel, Walton, Peach, Spencer, & Zanna, 2012). It involves two steps.…”

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confidence: 78%

Affirmative Meritocracy

Walton

Spencer

Erman

2013

Social Issues Policy Review

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We argue that in important circumstances meritocracy can be realized only through a specific form of affirmative action we call affirmative meritocracy. These circumstances arise because common measures of academic performance systematically underestimate the intellectual ability and potential of members of negatively stereotyped groups (e.g., non-Asian ethnic minorities, women in quantitative fields). This bias results not from the content of performance measures but from common contexts in which performance measures are assessed-from psychological threats like stereotype threat that are pervasive in academic settings, and which undermine the performance of people from negatively stereotyped groups. To overcome this bias, school and work settings should be changed to reduce stereotype threat. In such environments, admitting or hiring more members of devalued groups would promote meritocracy, diversity, and organizational performance. Evidence for this bias, its causes, magnitude, remedies, and implications for social policy and for law are discussed."[A]ffirmative action has to be made consistent with our highest ideals of personal responsibility and merit.

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“…In addition, some research questions remain unanswered regarding whether boundary conditions found in the lab apply in the field. As previously stated, stereotype threat does not affect all minority groups equally ( Schmader et al, 2008 ; Logel et al, 2012 ) as there are many moderating variables reflecting aspects of the situation and the person. Some of the features of the situation, such as task difficulty and task diagnosticity, or the person such as high domain identification, may not be present in non-lab settings such as the workplace ( Sackett and Ryan, 2012 ).…”

Section: Summary Limitations and Future Directionsmentioning

confidence: 90%

Addressing Stereotype Threat is Critical to Diversity and Inclusion in Organizational Psychology

Casad

Bryant

2016

Front. Psychol.

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Recently researchers have debated the relevance of stereotype threat to the workplace. Critics have argued that stereotype threat is not relevant in high stakes testing such as in personnel selection. We and others argue that stereotype threat is highly relevant in personnel selection, but our review focused on underexplored areas including effects of stereotype threat beyond test performance and the application of brief, low-cost interventions in the workplace. Relevant to the workplace, stereotype threat can reduce domain identification, job engagement, career aspirations, and receptivity to feedback. Stereotype threat has consequences in other relevant domains including leadership, entrepreneurship, negotiations, and competitiveness. Several institutional and individual level intervention strategies that have been field-tested and are easy to implement show promise for practitioners including: addressing environmental cues, valuing diversity, wise feedback, organizational mindsets, reattribution training, reframing the task, values-affirmation, utility-value, belonging, communal goal affordances, interdependent worldviews, and teaching about stereotype threat. This review integrates criticisms and evidence into one accessible source for practitioners and provides recommendations for implementing effective, low-cost interventions in the workplace.

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Unleashing Latent Ability: Implications of Stereotype Threat for College Admissions

Cited by 22 publications

References 49 publications

Beyond Performance: A Motivational Experiences Model of Stereotype Threat

Beyond Performance: A Motivational Experiences Model of Stereotype Threat

Affirmative Meritocracy

Addressing Stereotype Threat is Critical to Diversity and Inclusion in Organizational Psychology

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