Improving performance expectancies in stereotypic domains: Task relevance and the reduction of stereotype threat

Rosenthal, H.E.S.; Crisp, R.J.; Suen, M.-W.

Abstract

The experiments presented here extend previous research on reducing stereotype threat, along with examining the mediating role of performance expectancies. Women who generated shared academic characteristics between men and women predicted higher scores for themselves on a math test compared to the baseline and those who generated shared non-academic characteristics or shared physical characteristics. No effects were found for male participants' performance expectancies on an English test. Extending the relevance of these findings for stereotype threat research, women completing a math test, who first completed the shared academic characteristics task, both expressed higher performance expectancies and greater accuracy in math performance than participants in all other conditions. A partially mediating role of performance expectancies in relation to task and math performance was also found.

Citation

Rosenthal, H., Crisp, R., & Suen, M. (2007). Improving performance expectancies in stereotypic domains: Task relevance and the reduction of stereotype threat. European Journal of Social Psychology, 37(3), 586-597. https://doi.org/10.1002/ejsp.379

• Journal Article Type: Article
• Acceptance Date: May 31, 2006
• Online Publication Date: Sep 7, 2006
• Publication Date: May 1, 2007
• Deposit Date: Jun 5, 2007
• Journal: European Journal of Social Psychology
• Print ISSN: 0046-2772
• Electronic ISSN: 1099-0992
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 37
• Issue: 3
• Pages: 586-597
• DOI: https://doi.org/10.1002/ejsp.379
• Public URL: https://durham-repository.worktribe.com/output/1542645