Belonging to a stereotyped social group can affect performance in stereotype-relevant situations, often shifting performance in the direction of the stereotype. This effect occurs similarly for members of positively and negatively stereotyped groups (i.e., stereotype boost and stereotype threat, respectively). This study examined ethnic group identification as a moderator of these effects in the math performance of Asian Americans and Latinos, who are positively and negatively stereotyped in this domain, respectively. Results showed that high ethnically identified Asian Americans performed better and high ethnically identified Latinos performed worse when an ethnicity-ethnic stereotype cue was present. The performance of low ethnically identified Asian Americans and Latinos was not affected by this cue.

This paper examines the effects of group performance anxiety on the attrition of women and minorities from science, math, and engineering majors. While past research has relied primarily on the academic deficits and lower socioeconomic status of women and minorities to explain their absence from these fields, we focus on the impact of stereotype threat he anxiety caused by the expectation of being judged based on a negative group stereotype. Using data from the National Longitudinal Survey of Freshmen, our findings indicate that minorities experience stereotype threat more strongly than whites, although women do not suffer from stereotype threat more than men. Our findings also reveal that stereotype threat has a significant positive effect on the likelihood of women, minorities, and surprisingly, white men leaving science, technology, engineering and math majors.

N2 - Experimental research has demonstrated both the deleterious effects of negative stereotypes about ability on academic performance and the relative ease with which stereotypes can be countered in educational settings. The extent to which stereotypes contribute to the achievement gap between American students from dominant social and economic groups and students from other groups is not precisely known, but the potential of brief, inexpensive interventions targeting stereotype threat to reduce the gap is worthy of further examination. Although researchers studying brief social psychologicalinterventions sometimes mention the importance of the context in which interventions occur, they have not included manipulations of the environment in their interventions. In the current experimental study, a test of the effects of a brief self-affirming writing assignment was conducted in a new sample of middle-school students (n 132), and an environmental enhancement to the writing exercise was tested (n274). Consistent with previous findings, the self-affirming intervention reduced the average decline in Social Studies grades over the school year compared with a neutral condition (effect size, ES,.57). The combination of the affirming writing assignment with an environmental enhancement had superior effects to the writing assignment alone (ES.53). 2012 American Psychological Association.

ABSTRACT Understanding how social beliefs (e.g., stereotypes) create social reality is a major topic in social psychology. We (Philippe Sarrazin and A茂na Chalabaev) investigate this question in the domain of human movement. Our goal is to identify more effectively to what extent motor behaviors reflect internalization of cultural beliefs, and notably gender stereotypes (e.g., Chalabaev, Sarrazin, & Fontayne, 2009; Chalabaev, Sarrazin, Stone, & Cury, 2008; Chalabaev, Sarrazin, Trouilloud, & Jussim, 2009). In this chapter, we present a research program in which we employed cardiovascular (CV) measures to uncover the processes underlying the phenomenon of stereotype lift (i.e., the performance-boosting consequences of salient negative out-group stereotypes) among males performing in the motor domain.

Achievement gaps between social groups may result from stereotype threat effects but also from stereotype lift effects he performance boost caused by the awareness that an outgroup is negatively stereotyped. We examined stereotype lift and threat effects in the motor domain and investigated their mediation by task involvement and self-confidence, measured by heart rate reactivity and self-reported indices. Males and females performed a balance task about which negative stereotypes about either males or females were given. No gender information was given in a control condition. Results showed no stereotype threat but a stereotype lift effect, participants performing significantly better after negative outgroup stereotypes were explicitly linked to performance on the balance task compared to the control condition. Concerning males, this effect was mediated by higher self-confidence and task involvement. The implications of these results for understanding the gender inequalities in the motor domain are discussed.

Asian-American women's performance on a test of quantitative skill was studied as a function of whether their Asian, female, or individual identity was salient at the time of testing. In previous research, ethnicity salience was found to result in enhanced math performance among Asian women. However, the investigators relied on a subtle manipulation of ethnicity salience that likely did not invoke concerns about group reputation nor make salient the common cultural stereotypes concerning Asians' mathematical prowess. We induced a focus on ethnic identity in a manner that was likely to make other people's high performance expectations more salient. Under these conditions, ethnicity salience resulted in diminished ability to concentrate, which in turn led to significantly impaired math performance. Thus, although people commonly hold positive stereotypes about Asians' mathematical skills, making these stereotypes salient prior to performance can create the potential for 'choking' under the pressure of high expectations.

Stereotype lift is defined as a boost in performance caused by an awareness of a positive ingroup stereotype. This study investigated if gay men experience stereotype lift in the fashion domain. To date, no studies have examined stereotype lift in regards to stereotypes about sexual orientation or in regards to a non-academic task. To address this gap in the literature, gay and straight men completed a test of fashion knowledge under conditions where the relevant gay stereotype was either salient or not by reminding participants of their sexual orientation before or after completing the test. A sample of 66 undergraduate male students (31 heterosexual and 35 homosexual) showed that gay men did outperform straight men on the fashion test, but only when the relevant stereotype was made salient, F(1, 62) = 5.23, p = .03. Implications of stereotype lift in gay men and on non-academic tasks are discussed.

This article reviews social neuroscience research on the experience of stigma from the target's perspective. More specifically, we discuss several research programs that employ electroencephalography, event-related potentials, or functional magnetic resonance imaging methods to examine neural correlates of stereotype and social identity threat. We present neuroimaging studies that show brain activation related to the experience of being stereotyped and ERP studies that shed light on the cognitive processes underlying social identity processes. Among these are two projects from our own lab. The first project reveals the important role of the neurocognitive conflict-detection system in stereotype threat effects, especially as it pertains to stereotype threat `spillover'. The second project examines the role of automatic ingroup evaluations as a neural mediator between social identity threats and compensatory ingroup bias. We conclude with a discussion of the benefits, limitations, and unique contributions of social neuroscience to our understanding of stigma and social identity threat.

Abstract: This study explored the effects of implicit gender09“math stereotyping on women's math self-efficacy and mathematics performance under stereotype threat and stereotype lift conditions. It was conducted with a sample of female undergraduate students enrolled in an introductory statistics course. Results showed that girls with implicit gender09“math stereotype were sensitive to a stereotype threat-lift manipulation, whereas girls with weak implicit stereotype were not. Data suggest that implicit gender09“math stereotyping acts as a critical variable in determining women's math self-efficacy and performance. These findings give some suggestions about the improvement of the teaching of math and related disciplines to female students.

Abstract This research explores implicit theory of intelligence (TOI) as a moderator of stereotype activation effects on test performance for members of negatively stereotyped and of favourably stereotyped groups. In Germany, Turkish-origin migrants are stereotyped as low in verbal ability. We predicted that on a test diagnostic of verbal intelligence, endorsement of an entity TOI predicts stereotype threat effects for Turkish-origin students and stereotype lift effects for German students. This effect could account for some of the performance gap between immigrants and host society members after stereotype activation. Study 1 ( N = 107) established structural equivalence of implicit theories across the ethnic groups. In two experimental studies (Study 2: N = 182, Study 3: N = 190), we tested the moderating effect of TOI in a 2 (stereotype activation: diagnostic vs. non-diagnostic test) 2 (ethnicity: German vs. Turkish migration background) experimental design. The results showed that when the test was described as diagnostic of verbal intelligence, higher entity theory endorsement predicted stereotype threat effects for Turkish-origin students (Study 2 and Study 3) and stereotype lift effects for German students (Study 3). The results are discussed in terms of practical implications for educational settings and theoretical implications for processes underlying stereotype activation effects.

ABSTRACT Psychological threat experienced by students of negatively stereotyped groups impairs test performance. However, stereotype boost can also occur if a positively stereotyped identity is made salient. Biracial individuals, whose racial identities may be associated with both negative and positive testing abilities, have not been examined in this context. Sixty-four biracial Black/White individuals wrote about either their Black or White identity or a neutral topic and completed a verbal GRE examination described as diagnostic of their abilities. White-primed participants performed significantly better than both Black-primed and control participants. Thus, biracial Black/White individuals experience stereotype boost only when their White identity is made salient.

There is ongoing debate as to whether “innate” cognitive sex differences contribute to the underrepresentation of women in science and engineering careers. Decades of gender research have revealed good evidence that both biological (e.g. sex hormones) and socio-cultural factors (e.g. gender stereotypes) contribute significantly to cognitive sex differences. Research on gender stereotypes has revealed that priming gender can have adverse or beneficial effects on cognitive performance, depending on whether primed participants appraise the testing situation as threatening or challenging. Several contextual factors have been investigated in this respect. Despite the debate on women in STEM disciplines, however, surprisingly little attention has been paid to academic discipline as a potentially relevant contextual factor. The present study investigated whether gender stereotypes affect cognitive sex differences differently in STEM (chemistry, engineering) and arts (English, philosophy) students. In Experiment 1, male and female arts and science students were tested on two sex-sensitive cognitive tests (mental rotation and verbal fluency) after gender stereotypes were activated. In Experiment 2, arts versus science stereotypes were activated. It was hypothesized that beliefs linked to gender and academic discipline are strongly associated (science02=02male, arts02=02female) with similar cognitive effects. Regardless of which identity is primed, it was hypothesized that female arts students would be particularly vulnerable to stereotype threat and would show the lowest performance of all groups in a male cognitive domain (i.e., mental rotation). Due to men's higher confidence in their cognitive abilities, it was hypothesized that primed men would show a performance increase in both spatial (stereotype lift) and verbal abilities (stereotype reactance). The results supported these hypotheses. The two experiments suggest that prompting participants' academic discipline implicitly activated gender stereotypes with considerable negative consequences for women's cognitive test performance. The results also suggest that the well-known sex difference in mental rotation (with men outperforming women) primarily occurs when negative stereotypes about women's spatial abilities are implicitly primed.

Older drivers are perceived as being dangerous and overly cautious by other drivers. We tested the hypothesis that this negative stereotype has a direct influence on the performance of older drivers. Based on the Stereotype Threat literature, we predicted that older driving performance would be altered after exposure to a Stereotype Threat. Sixty-one older drivers aged 65 and above completed a simulated driving assessment course. Prior to testing, half of the participants were told that the objective of the study was to investigate why older adults aged 65 and above were more implicated in on-road accidents (Stereotype Threat condition) and half were showed a neutral statement. Results confirmed that exposure to the threat significantly altered driving performance. Older adults in the Stereotype Threat condition made more driving mistakes than those in the control group. Interestingly, under a Stereotype Threat condition, older adults tended to commit more speeding infractions. We also observed that domain identification (whether driving is deemed important or not) moderated the impact of the threat. Taken together, these results support recent older drivers performance models suggesting that the interaction between individual and social factors need to be considered when examining older drivers performance.

In this study the authors examined the differential effects of stereotype threat and lift between genders on math test performance. They asked 3 questions: (a) What is the effect of gender on math test performance?, (b) What is the effect of stereotyping condition (threat, lift, or neither) on math test performance?, and (c) What is the effect of the interaction of gender and stereotyping condition on math test performance? Findings indicated that men performed better on math tests under conditions of stereotype threat than on stereotype lift; women performed better under stereotype lift than on stereotype threat. Practical applications are discussed regarding math test anxiety, social identities, and how teachers might address gender differences regarding stereotype threat and stereotype lift.

The authors examined how gender stereotypes affect negotiation performance. Men outperformed women when the negotiation was perceived as diagnostic of ability (Experiment 1) or the negotiation was linked to gender-specific traits (Experiment 2), suggesting the threat of negative stereotype confirmation hurt women's performance relative to men. The authors hypothesized that men and women confirm gender stereotypes when they are activated implicitly, but when stereotypes are explicitly activated, people exhibit stereotype reactance, or the tendency to behave in a manner inconsistent with a stereotype. Experiment 3 confirmed this hypothesis. In Experiment 4, the authors examined the cognitive processes involved in stereotype reactance and the conditions under which cooperative behaviors between men and women can be promoted at the bargaining table (by activating a shared identity that transcends gender).

Although the effects of negative stereotypes and observer pressure on athletic performance have been well researched, the effects of positive stereotypes on performance, particularly in the presence of observers, is not known. In the current study, White males watched a video either depicting Whites basketball players as the best free throwers in the NBA (positive stereotype), Black basketball ...

This study used functional magnetic resonance imaging to identify the neural structures associated with women's underperformance on math tasks. Although women in a control condition recruited neural networks that are associated with mathematical learning (i.e., angular gyrus, left parietal and prefrontal cortex), women who were reminded of gender stereotypes about math ability did not recruit these regions, and instead revealed heightened activation in a neural region associated with social and emotional processing (ventral anterior cingulate cortex).

Abstract The aim of this investigation was to replicate the stereotype threat and lift effects in a motor task in a neutral sex-typed activity, using somatic and cognitive anxiety as key mediators of these phenomena. It was hypothesized that an ingroup/outgroup social categorization based on gender would have distinctive effects for female and male participants. A total of 161 French physical education students were randomly assigned to three threat conditions--no threat, female threat, and male threat--thus leading to a 3 x 2 (threat by gender) design. The analyses revealed a stereotype lift effect on the performances for both male and female participants, as well as a stereotype threat effect only for female participants. They also indicated that somatic anxiety had a mediating effect on the performance of female participants targeted by a negative stereotype, but that it had a facilitating effect on their performance. The stereotype threat and lift effects on motor tasks were replicated in a neutral sex-typed activity and somatic anxiety seems to have a facilitating mediating effect of the relationships between the gender-conditions (control or female threat) interaction and free-throw performance. The model used to distinguish somatic and cognitive anxiety appeared to be a relevant means of explaining the stereotype threat and lift mechanisms.

This research demonstrates that subliminally activated stereotypes can alter judgments about oneself and can change cognitive performance. In the first study, an intervention that activated positive stereotypes of aging without the participants' awareness tended to improve memory performance, memory self-efficacy, and views of aging in old individuals; in contrast, an intervention that activated negative stereotypes of aging tended to worsen memory performance, memory self-efficacy, and views of aging in old participants. A second study demonstrated that for the strong effects to emerge from the shifting stereotypes, the stereotypes must be important to one's self-image: Young individuals randomly assigned to the same conditions as the old participants in the first study did not exhibit any of the significant interactions that emerged among the old participants. This research highlights the potential for memory improvement in old individuals when the negative stereotypes of aging that dominate the American culture are shifted to more positive stereotypes.

Stereotype threat, a predicament that arises when one is at risk of confirming a negative stereotype about one competence in a given domain, has been found to be a factor in explaining the underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields. Research indicates stereotype threat could undermine performance through producing anxiety, decreasing performance expectations, and impairing self-efficacy. While the research on the effect of negative stereotypes has been relatively consistent, the findings on the effect of positive stereotypes have been mixed. This review will examine previous efforts relating to stereotype threat, stereotype boost theory, and their mechanisms. Implications for future research and practice will also be discussed.

Stereotype lift occurs when non–targets perform better in a stereotype–relevant testing situation compared to a testing situation that is less stereotype–relevant. The boundary conditions of this effect, however, are not well understood. To this end, the present research focuses on one critical moderator of stereotype lift, namely activation of non–targets' social self in stereo- type–relevant (i.e., diagnostic) testing situations. Results showed that simply describing a test as diagnostic of ability did not lead to strong lift effects unless the social self was also activated (either indirectly or directly): non–targets need more “pushing” to activate their social self in diagnostic testing situations because they are notthreatened by a negative stereotype. In contrast, we found that the test diagnosticity manipulation was enough to cause stereotype threat because targets need less pushing to activate their social self and the associated negative stereotype in diagnostic testing situations.

The threat of being judged stereotypically (stereotype threat or ST) may impair memory performance in the elderly, resulting in inflated age differences in memory tasks. However, the underlying mechanisms of ST in the elderly or other stigmatized groups remain poorly understood. Here, we offer evidence that ST consumes working memory resources in the elderly. More importantly, we rely on a process dissociation procedure (PDP) and show for the first time that ST undermines the controlled use of memory and simultaneously intensifies automatic response tendencies. These new findings indicate that seemingly concurrent models of ST are actually compatible, and offer further reasons to pay special attention to aging stereotypes during standardized neuropsychological testing.

Author information: (1)Centre National de la Recherche Scientifique and Aix-Marseille University 1–Psychology, Case D, 3 Place Victor Hugo, Marseille cedex 13331, France. isabelle.regner@univ-provence.fr

Three studies showed that drivers leaving a public parking space are territorial even when such behavior is contrary to their goal of leaving. In Study 1 (observations of 200 departing cars), intruded-upon drivers took longer to leave than nonintruded-upon drivers. In Study 2, an experiment involving 240 drivers in which level of intrusion and status of intruder were manipulated, drivers took longer to leave when another car was present and when the intruder honked. Males left significantly sooner when intruded upon by a higher rather than lower status car, whereas females' departure times did not differ as a function of the status of the car. There was evidence that distraction might explain some of this effect. In Study 3, individuals who had parked at a mall were asked about how they would react to intruders. Compared to what they believed other people would do, respondents said they would leave faster if the car were just waiting for them to leave but they would take longer to leave if the driver in the car honked at them.

In the present manuscript we draw on the Multi-Threat Framework to explore gender-related math attitudes and how they put girls and women at risk for stereotype threats. Gunderson et al. ( 2011 ) detail how negative stereotypes about women’s math abilities are transmitted to girls by their parents and teachers, shaping girls’ math attitudes and ultimately undermining performance and interest in science, technology, engineering, and math (STEM) fields. The social psychological phenomenon of stereotype threat complements this approach and demonstrates the additional ways in which gender-related math attitudes undermine girls’ and women’s interest and performance in STEM domains. Considering the phenomenon of stereotype threat also identifies how stereotypes and other gender-related math attitudes can undermine women’s and girls’ interest and performance in STEM domains even when women and girls have positive math attitudes.

The activation of positive stereotypes has been shown to produce academic performance boosts. Evidence regarding the role of self-relevance in producing such effects has been mixed. The authors propose that the subtlety of stereotype activation plays a key role in creating performance boosts among targets and nontargets of stereotypes. Study 1 found that subtle stereotype activation boosted performance in targets, but blatant activation did not. Study 2 was conducted on both targets and nontargets using different methods of stereotype activation. Again, targets showed performance boosts when stereotypes were subtly activated but not when they were blatantly activated. Nontargets, however, showed boosts in performance only when stereotypes were blatantly activated. The role of self-relevance in mediating sensitivity to stimuli is discussed.

Abstract Recent studies have documented that performance in a domain is hindered when individuals feel that a sociocultural group to which they belong is negatively stereotyped in that domain. We report that implicit activation of a social identity can facilitate as well as impede performance on a quantitative task. When a particular social identity was made salient at an implicit level, performance was altered in the direction predicted by the stereotype associated with the identity. Common cultural stereotypes hold that Asians have superior quantitative skills compared with other ethnic groups and that women have inferior quantitative skills compared with men. We found that Asian-American women performed better on a mathematics test when their ethnic identity was activated, but worse when their gender identity was activated, compared with a control group who had neither identity activated. Cross-cultural investigation indicated that it was the stereotype, and not the identity per se, that influenced performance.

Abstract Stereotype Boost: Positive Outcomes from the Activation of Positive Stereotype.

We report the results of an experiment mirroring an earlier study that found that Asian American women performed better on a math test when their Asian identity was salient and worse when their female identity was salient (Ambady, Shih, Kim, & Pittinsky, 2001; Shih, Ambady, Richeson, Fujita, & Gray, 2002; Shih, Pittinsky, & Ambady, 1999). In this paper, we assessed the performance of Asian American women on a verbal test, a situation in which the valence of the stereotypes associated with the same two identities (i.e., female, Asian) is reversed. Consistent with the stereotypes, women performed better on the verbal test when their female identity was made salient than when their Asian identity was made salient. These results, taken together with the previous findings, indicate that identities are not globally adaptive or maladaptive.

In 3 studies, we examined the effect of a positive gender stereotype (e.g., men are superior to women in math and computer science) on performance and motivation as a function of domain identification, with a special emphasis on men low in domain identification. Drawing from past research on stereotype boost and choking under pressure, we predicted that for men low in domain identification, performance would ironically suffer in the positive stereotype condition compared to a nullified stereotype condition. In all 3 studies, we found that men lower in domain identification performed better in nullified stereotype conditions and poorly in gender- stereotypical conditions. Results suggest that the interaction between the expectancies conveyed by a stereotype and the value placed on a domain by an individual may influence performance and motivation regardless of stereotype valence.

Stereotype threat is being at risk of confirming, as self-characteristic, a negative stereotype about one's group. Studies 1 and 2 varied the stereotype vulnerability of Black participants taking a difficult verbal test by varying whether or not their performance was ostensibly diagnostic of ability, and thus, whether or not they were at risk of fulfilling the racial stereotype about their intellectual ability. Reflecting the pressure of this vulnerability, Blacks underperformed in relation to Whites in the ability-diagnostic condition but not in the nondiagnostic condition (with Scholastic Aptitude Tests controlled). Study 3 validated that ability-diagnosticity cognitively activated the racial stereotype in these participants and motivated them not to conform to it, or to be judged by it. Study 4 showed that mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic. The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed.

Objectives. In this research, we investigate whether social comparison with younger people can result in either a stereotype-based threat or boost in older people's performance.Methods. Study I used nationally representative data to establish domains of performance in which older people are either stereotypically disadvantaged or advantaged relative to younger people. Study 2 was an experiment to test how a potentially threatening versus control versus enhancing comparison with younger people would affect performance in negatively and positively stereotyped task domains.Results. As predicted, compared with the control condition, stereotype threat caused performance decrements in both task domains. This effect was partially mediated by anxiety. Moreover, the enhancing social comparison boosted performance, but only on a crossword task, a task on which older people's abilities are favorably stereotyped.Discussion. The research demonstrates that a threatening comparison can result in underperformance by older people both in negatively and positively self-stereotyped task domains. It also demonstrates that social comparison with younger people can enhance older people's performance in a positively stereotyped task domain. The implications for creating circumstances likely to enable older people to achieve their full potential are discussed.

Abstract Choking under pressure occurs when an individual underperforms due to situational pressure. The present study examined whether being the target of a positive social stereotype regarding math ability causes choking among men. Gender identification and self-consciousness were hypothesized to moderate the effect of math-gender stereotypes on men's math test performance. Men high in self-consciousness but low in gender identification significantly underperformed when exposed to gender-relevant test instructions. No significant effects were found under a gender-irrelevant condition. These findings are discussed in the contexts of research on stereotype threat, stereotype lift, and choking under pressure.

Considerable recent research has examined the effects that activated stereotypes have on behavior. Research on both self-stereotype activation and other-stereotype activation has tended to show that people behave in ways consistent with the stereotype (e.g., walking more slowly if the elderly stereotype is activated). Interestingly, however, the dominant account for the behavioral effects of self-stereotype activation involves a hot motivational factor (i.e., stereotype threat), whereas the dominant account for the behavioral effects of other-stereotype activation focuses on a rather cold cognitive explanation (i.e., ideomotor processes). The current review compares and contrasts the behavioral research on self- and other-stereotype activation and concludes that both motivational and cognitive explanations might account for effects in each domain.