Jean-Claude Croizet
Biographic Data
| ID | 1438391 |
|---|---|
| NAME | Jean-Claude Croizet |
| GIVEN NAMES | Jean-Claude |
| FAMILY NAME | Croizet |
| SIGNATURE | CROIZET J |
| AFFILIATIONS | Centre National de la Recherche Scientifique |
| ORCID | 0000-0002-4964-462X |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 78 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 5 |
How preschool education perpetuates social inequality
This article presents an ethnographic study conducted in French pre‐kindergarten and kindergarten classrooms, investigating how education establishes and reinforces relations of sociocultural dominance. Building on Bourdieu and Passeron's concept of symbolic violence, we seek to uncover the mechanisms through which school socialization encourages the acceptance of the hierarchies it generates. The data suggest that this persuasion relies on set o…
Society in the Classroom
In introducing the special issue, Society in the Classroom: Multilevel Perspectives on Socioeconomic Inequalities in Education, we begin by challenging the assumption that educational institutions are neutral sites merely reflecting socioeconomic inequalities that originate beyond them. Instead, we consider how socioeconomic disparities and biases pervade educational settings and may be perpetuated by the very function of privileging particular s…
Increasing vegetables purchase with a descriptive-norm message
Différencier les vifs d'esprit des esprits lents
International audience
Subjective status and perceived legitimacy across countries
The relationships between subjective status and perceived legitimacy are important for understanding the extent to which people with low status are complicit in their oppression. We use novel data from 66 samples and 30 countries ( N = 12,788) and find that people with higher status see the social system as more legitimate than those with lower status, but there is variation across people and countries. The association between subjective status a…
Introduction to the special issue on group-based inequalities in educational outcomes
Obtaining a higher education is critical to financial security, high-status career opportunities, and an increased quality of life. As such, understanding the barriers to educational attainment that certain disadvantaged groups must scale is paramount to creating a more equitable, productive, and diverse workforce. This special issue presents seven papers that focus on how the extant educational culture and structure contribute to or reinforce gr…
Empowering and legitimizing the fundamental attribution error
Our daily interactions are influenced by the social roles we endorse. People however underestimate these role constraints in their everyday explanation relying on individual dispositions to make sense of behaviors. Two studies investigated whether this bias is exacerbated when role structure is legitimated and when power matches the advantages conferred by the social roles of a quiz game. Legitimacy as well as power increased the tendency for bot…
Creating, Closing, and Reversing the Gender Gap in Test Performance
We investigate how selection policies—the rules defining access to a valued position—can act as situational cues signaling social identity threat or safety among women and men. College students took a logic test ostensibly determining their assignment to a position of leader or subordinate for a subsequent task. Study 1 showed that when only the test score determined the selection, women experienced more identity threat and performed worse than m…
Comparing Nouns and Verbs in a Lexical Task
When a new group identity does harm on the spot
The detrimental consequences of negative stereotypes on performance have been demonstrated in a variety of social groups with various stereotypes. The present studies investigate the minimal conditions for stereotype threat using newly created groups. Results of three experiments (total N = 184) demonstrate that in the negative stereotype condition, the more participants identified with their novel group, the stronger was their decrease in perfor…
Stereotype content model across cultures
The stereotype content model (SCM) proposes potentially universal principles of societal stereotypes and their relation to social structure. Here, the SCM reveals theoretically grounded, cross-cultural, cross-groups similarities and one difference across 10 non-US nations. Seven European (individualist) and three East Asian (collectivist) nations (N=1,028) support three hypothesized cross-cultural similarities: (a) perceived warmth and competence…
Stereotype internalization and women’s math performance
Stereotype Threat Undermines Intellectual Performance by Triggering a Disruptive Mental Load
Research on stereotype threat has repeatedly demonstrated that the intellectual performance of social groups is particularly sensitive to the situational context in which tests are usually administered. In the present experiment, an adaptation of the Raven Advanced Progressive Matrices Test was introduced as a measure of cognitive ability. Results showed that individuals targeted by a reputation of intellectual inferiority scored lower on the tes…
Socioeconomic Status and Intelligence
Students from low socioeconomic backgrounds perform worse on standardized tests than other students. Two experiments investigated whether the testing situation per se contributes to the relationship between social class and intellectual achievement. In study 1, students from low or high social class took a GRE-like test that was described either as diagnostic or not of intellectual ability. When described as a measure of intellectual ability, low…
Stereotype Threat, Social Class, Gender, and Academic Under-Achievement
Stereotype Threat
This research extended stereotype-threat effects outside of the academic domain and to a nonstigmatized group. Female and male students performed three decision tasks: lexical, valence, and affective processing. Half of the participants were told that, in general, men are poorer performers than are women in affective processing tasks. No differences between conditions were observed for the lexical and valence tasks. By contrast, for the affective…
Moderation of Priming by Goals
Extending the Concept of Stereotype Threat to Social Class
Students from poorer families perform worse on intellectual tasks than do other students. The authors tested the stereotype threat hypothesis as a possible explanation for this difference. Students from relatively poor backgrounds, such as members of other stereotyped groups, risk confirming a negative reputation of low intellectual ability. The authors predicted that, on a stereotype-relevant test, members of this group would experience apprehen…
Stereotypes and Social Cognition
Preface - Susan T Fiske The Concept and Measure of Stereotypes Classical Theories about Stereotypes Social Identity Theory The Social Cognition Approach Intergroup Phenomena A View from the Bridge Confirmation of Categorical Information Dilution of Stereotypes Overattribution Bias as Na[um]ive Theory Conclusion
Stereotype internalization and women’s math performance
Subjective status and perceived legitimacy across countries
The relationships between subjective status and perceived legitimacy are important for understanding the extent to which people with low status are complicit in their oppression. We use novel data from 66 samples and 30 countries ( N = 12,788) and find that people with higher status see the social system as more legitimate than those with lower status, but there is variation across people and countries. The association between subjective status a…
Stereotype Threat, Social Class, Gender, and Academic Under-Achievement
Society in the Classroom
In introducing the special issue, Society in the Classroom: Multilevel Perspectives on Socioeconomic Inequalities in Education, we begin by challenging the assumption that educational institutions are neutral sites merely reflecting socioeconomic inequalities that originate beyond them. Instead, we consider how socioeconomic disparities and biases pervade educational settings and may be perpetuated by the very function of privileging particular s…
How preschool education perpetuates social inequality
This article presents an ethnographic study conducted in French pre‐kindergarten and kindergarten classrooms, investigating how education establishes and reinforces relations of sociocultural dominance. Building on Bourdieu and Passeron's concept of symbolic violence, we seek to uncover the mechanisms through which school socialization encourages the acceptance of the hierarchies it generates. The data suggest that this persuasion relies on set o…
Creating, Closing, and Reversing the Gender Gap in Test Performance
We investigate how selection policies—the rules defining access to a valued position—can act as situational cues signaling social identity threat or safety among women and men. College students took a logic test ostensibly determining their assignment to a position of leader or subordinate for a subsequent task. Study 1 showed that when only the test score determined the selection, women experienced more identity threat and performed worse than m…
Moderation of Priming by Goals
Comparing Nouns and Verbs in a Lexical Task
When a new group identity does harm on the spot
The detrimental consequences of negative stereotypes on performance have been demonstrated in a variety of social groups with various stereotypes. The present studies investigate the minimal conditions for stereotype threat using newly created groups. Results of three experiments (total N = 184) demonstrate that in the negative stereotype condition, the more participants identified with their novel group, the stronger was their decrease in perfor…
Stereotypes and Social Cognition
Preface - Susan T Fiske The Concept and Measure of Stereotypes Classical Theories about Stereotypes Social Identity Theory The Social Cognition Approach Intergroup Phenomena A View from the Bridge Confirmation of Categorical Information Dilution of Stereotypes Overattribution Bias as Na[um]ive Theory Conclusion
Empowering and legitimizing the fundamental attribution error
Our daily interactions are influenced by the social roles we endorse. People however underestimate these role constraints in their everyday explanation relying on individual dispositions to make sense of behaviors. Two studies investigated whether this bias is exacerbated when role structure is legitimated and when power matches the advantages conferred by the social roles of a quiz game. Legitimacy as well as power increased the tendency for bot…
Socioeconomic Status and Intelligence
Students from low socioeconomic backgrounds perform worse on standardized tests than other students. Two experiments investigated whether the testing situation per se contributes to the relationship between social class and intellectual achievement. In study 1, students from low or high social class took a GRE-like test that was described either as diagnostic or not of intellectual ability. When described as a measure of intellectual ability, low…
Increasing vegetables purchase with a descriptive-norm message
Stereotypes and Social Cognition
Preface - Susan T Fiske The Concept and Measure of Stereotypes Classical Theories about Stereotypes Social Identity Theory The Social Cognition Approach Intergroup Phenomena A View from the Bridge Confirmation of Categorical Information Dilution of Stereotypes Overattribution Bias as Na[um]ive Theory Conclusion
Extending the Concept of Stereotype Threat to Social Class
Students from poorer families perform worse on intellectual tasks than do other students. The authors tested the stereotype threat hypothesis as a possible explanation for this difference. Students from relatively poor backgrounds, such as members of other stereotyped groups, risk confirming a negative reputation of low intellectual ability. The authors predicted that, on a stereotype-relevant test, members of this group would experience apprehen…
Stereotype Threat
This research extended stereotype-threat effects outside of the academic domain and to a nonstigmatized group. Female and male students performed three decision tasks: lexical, valence, and affective processing. Half of the participants were told that, in general, men are poorer performers than are women in affective processing tasks. No differences between conditions were observed for the lexical and valence tasks. By contrast, for the affective…
Moderation of Priming by Goals
Stereotype Threat, Social Class, Gender, and Academic Under-Achievement
Stereotype Threat Undermines Intellectual Performance by Triggering a Disruptive Mental Load
Research on stereotype threat has repeatedly demonstrated that the intellectual performance of social groups is particularly sensitive to the situational context in which tests are usually administered. In the present experiment, an adaptation of the Raven Advanced Progressive Matrices Test was introduced as a measure of cognitive ability. Results showed that individuals targeted by a reputation of intellectual inferiority scored lower on the tes…
Socioeconomic Status and Intelligence
Students from low socioeconomic backgrounds perform worse on standardized tests than other students. Two experiments investigated whether the testing situation per se contributes to the relationship between social class and intellectual achievement. In study 1, students from low or high social class took a GRE-like test that was described either as diagnostic or not of intellectual ability. When described as a measure of intellectual ability, low…
Stereotype internalization and women’s math performance
Stereotype content model across cultures
The stereotype content model (SCM) proposes potentially universal principles of societal stereotypes and their relation to social structure. Here, the SCM reveals theoretically grounded, cross-cultural, cross-groups similarities and one difference across 10 non-US nations. Seven European (individualist) and three East Asian (collectivist) nations (N=1,028) support three hypothesized cross-cultural similarities: (a) perceived warmth and competence…
When a new group identity does harm on the spot
The detrimental consequences of negative stereotypes on performance have been demonstrated in a variety of social groups with various stereotypes. The present studies investigate the minimal conditions for stereotype threat using newly created groups. Results of three experiments (total N = 184) demonstrate that in the negative stereotype condition, the more participants identified with their novel group, the stronger was their decrease in perfor…
Creating, Closing, and Reversing the Gender Gap in Test Performance
We investigate how selection policies—the rules defining access to a valued position—can act as situational cues signaling social identity threat or safety among women and men. College students took a logic test ostensibly determining their assignment to a position of leader or subordinate for a subsequent task. Study 1 showed that when only the test score determined the selection, women experienced more identity threat and performed worse than m…
Comparing Nouns and Verbs in a Lexical Task
Empowering and legitimizing the fundamental attribution error
Our daily interactions are influenced by the social roles we endorse. People however underestimate these role constraints in their everyday explanation relying on individual dispositions to make sense of behaviors. Two studies investigated whether this bias is exacerbated when role structure is legitimated and when power matches the advantages conferred by the social roles of a quiz game. Legitimacy as well as power increased the tendency for bot…
Introduction to the special issue on group-based inequalities in educational outcomes
Obtaining a higher education is critical to financial security, high-status career opportunities, and an increased quality of life. As such, understanding the barriers to educational attainment that certain disadvantaged groups must scale is paramount to creating a more equitable, productive, and diverse workforce. This special issue presents seven papers that focus on how the extant educational culture and structure contribute to or reinforce gr…
Subjective status and perceived legitimacy across countries
The relationships between subjective status and perceived legitimacy are important for understanding the extent to which people with low status are complicit in their oppression. We use novel data from 66 samples and 30 countries ( N = 12,788) and find that people with higher status see the social system as more legitimate than those with lower status, but there is variation across people and countries. The association between subjective status a…
Increasing vegetables purchase with a descriptive-norm message
Différencier les vifs d'esprit des esprits lents
International audience
How preschool education perpetuates social inequality
This article presents an ethnographic study conducted in French pre‐kindergarten and kindergarten classrooms, investigating how education establishes and reinforces relations of sociocultural dominance. Building on Bourdieu and Passeron's concept of symbolic violence, we seek to uncover the mechanisms through which school socialization encourages the acceptance of the hierarchies it generates. The data suggest that this persuasion relies on set o…
Society in the Classroom
In introducing the special issue, Society in the Classroom: Multilevel Perspectives on Socioeconomic Inequalities in Education, we begin by challenging the assumption that educational institutions are neutral sites merely reflecting socioeconomic inequalities that originate beyond them. Instead, we consider how socioeconomic disparities and biases pervade educational settings and may be perpetuated by the very function of privileging particular s…
Psychology (18 works) · Social and Intergroup Psychology (13 works) · Social Psychology (12 works) · Cultural Differences and Values (7 works) · Stereotype threat (7 works) · Cognition (6 works) · Political science (5 works) · Social Psychology (5 works) · Sociology (5 works) · Stereotype (UML) (5 works)