Stereotype threat, also known as stereotype threat, is a phenomenon in which individuals are at risk of confirming negative stereotypes about their social group. This phenomenon can result in underperformance, anxiety, and self-doubt for individuals who are aware of negative stereotypes relevant to their group and fear conforming to these stereotypes. The effects of stereotype threat can vary depending on the context and the nature of the test or situation.
Stereotype threat often arises in academic and professional settings, particularly in test situations where a group stereotype is relevant, such as standardized tests in academic settings. For example, women who are aware of gender stereotypes suggesting that they are less proficient in math than men, may perform worse on math tests. Similarly, individuals from low socioeconomic status backgrounds may perform worse on tests in which their group stereotypes suggest they perform less effectively. Despite the frequency with which stereotypes are mentioned, stereotype threat itself is a term that remains poorly defined.
Stereotype threat has a clear impact on students' performance. In a study by Jones and Sutton (2009), students who were stereotyped as poor at math were found to perform more poorly on a math test when reminded of negative stereotypes, compared to their peers. In another study by Pacheco and Rosario (2015), students who were told that stereotypes were at the forefront of their minds scored lower on an achievement test than those who were not, suggesting that stereotypes can be a source of anxiety and distraction when preparing for exams. Stereotyped students who were informed about the negative stereotypes relevant to their group scored higher on an intelligence test when given the option to affirm their group identity.
However, the impact of stereotype threat is not always negative. In a study by Spiekermann, Goosmann, and Brand (2008), students were asked to write essays about their personal development. The essay topics were related to negative stereotypes. A subgroup of students wrote an essay affirming that stereotypes did not apply to them by giving examples of how they overcame challenges and broke stereotypes. The study found that this essay group outscored the control group, which did not write an essay, in terms of self-efficacy beliefs and feelings of superiority. These findings suggest that when individuals can acknowledge stereotypical threats, they may be able to counteract them positively.
Stereotype threat is closely related to the concept of test anxiety. According to Davis and Calvo (1981), test anxiety is a negative emotional response that is specific to testing situations. It is characterized by feelings of apprehension, tension, and worry that one may perform poorly on the test. The impact of test anxiety depends on several factors, including the complexity and length of the test, the person's expectations, and how well they prepare. However, test anxiety may interact with stereotypes to exacerbate negative effects, leading to underperformance among students who are aware of stereotypes against their group.
Stereotyping and stereotypes are a social cognition phenomenon. Stereotypes refer to generalized beliefs about the characteristic attributes of a group that lead to a particular set of expectations about their behavior. These stereotypes can be broad (e.g., that all members of a group possess negative traits) or specific (e.g., that someone is a woman and therefore less capable in engineering).
According to the stereotype threat theory, individuals who face stereotypes may experience psychological distress. This distress can manifest as anxiety, stress, confusion, frustration, and even a lack of motivation. These negative emotions can干扰 individuals' academic and professional success by causing them to focus on confirming stereotypes instead of preparing and performing effectively. This interference with academic performance can result in poor or failing grade, reduced test scores, or other academic pursuits.
In a qualitative study by Martin and colleagues (2017), students in STEM fields spoke about experiences of stigma and stereotypes that affected their ability to succeed in their programs and careers. The study found that the stereotype of women in STEM fields, which is particularly prevalent and harmful to female students in STEM fields, contributed to feelings of confusion and dissonance. This stereotype created a barrier to entry and persistence in these fields, as male and femalestudents may encounter a different set of expectations based on their gender.
Stereotype threat is typically understood as a negative experience that affects the performance of individuals. The negative emotions that individuals experience as a result of stereotypes can range from mild stress and anxiety to deep-seated feelings of hopelessness and worthlessness. The ability to cope with stereotype threat is essential for the academic success and overall well-being of students.
Stereotype threat can have long-term effects on individuals. For example, individuals who are exposed to stereotype threats are more likely to experience mental health issues, including depression and anxiety, leading to a lack of focus and motivation. These issues can affect the individual's ability to accomplish tasks and lead to negative outcomes, in both academic and professional settings.
Incorporating stereotypes into the classroom environment through the use of stereotypes can improve teaching and learning. Stereotypes serve as a tool for teachers to understand how their students may be感知ing the world and how this may impact their learning. When teachers acknowledge stereotypes, they can develop curricula that address these issues.
Stereotype threat is closely related to test anxiety. Test anxiety is a negative emotional response that is specific to testing situations. It is characterized by feelings of apprehension, tension, and worry about one's possible performance on tests. Test anxiety may interact with stereotypes to exacerbate negative effects, leading to underperformance among students who are aware of stereotypes against their group.
The impact of stereotype threats on students' performance in different settings can vary. For example, students in a high-stakes test setting may be more vulnerable to stereotype threats due to the potential for negative media coverage and societal biases. In academic settings, stereotypes can create pressure students to perform to a particular standard, leading to feelings of isolation and frustration.
Stereotype threat may also affect how individuals identify with communities and their sense of belonging. Students may experience a sense of isolation or disconnection when they are unable to connect with others who share their background or identity. This may lead to feelings of sadness, anger, or frustration and potentially affect their ability to learn
Stereotype威胁是指人们担心自己可能会证实与自己的社会群体相关的负面刻板印象时经历的一种心理状态。这种担忧可能会导致焦虑以及自我怀疑，对于那些意识到可能对自己产生负面影响的刻板印象的学生来说，这种情况尤为常见。
由于刻板印象威胁的普遍性以及它对各种领域的影响程度，因此它已经成为心理学和社会学研究领域的热点问题之一。
刻板印象威胁是认知心理学家和神经科学家共同关心的一个概念。它在人们的学术表现、决策能力，甚至是职业发展等方面都可能产生负面影响。
刻板印象威胁的研究始于20世纪90年代，当时著名心理学家Claude Steele和他的同事们首次提出并探讨了这个现象。
刻板印象威胁可以由多种因素引起，其中最常见的是社会对某一群体的评价，以及对这一群体成员的期望。例如，当女性被告知她们要完成的任务比男性更难时，她们可能会更加努力地尝试完成这些任务。然而，如果女性被告知她们的对手是男性，那么她们的表现可能会更好。
刻板印象威胁在某些情境下可能会导致不良后果。例如，如果一个人因为种族或性别被错误地归类和对待，那么他可能会感到受到侮辱和不公正对待，进而产生不满和愤怒情绪。这种情绪可能会影响他们的心理健康，导致抑郁、焦虑等不良后果。