Are all interventions created equal? A multi-threat approach to tailoring stereotype threat interventions
Bibliographic Data
| ID | 6202878 |
|---|---|
| Authors | Jenessa R Shapiro (University of California, Los Angeles), Amy M Williams (0000-0001-9643-3684, University of California, Los Angeles), Mariam Hambarchyan (University of California, Los Angeles) |
| Year | 2013 |
| Volume | 104 |
| Issue | 2 |
| Pages | 277-288 |
| Publication date | 2013-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Personality and Social Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-3514 • E-ISSN: 1939-1315 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0030461 |
| PMID | 23088232 |
| PMCID | PMC3682115 |
| OpenAlex | W2019882760 |
| Language | EN |
| Citations received | 37 |
| References cited | 27 |
To date, stereotype threat interventions have been considered interchangeable. Across 4 experiments, the present research demonstrates that stereotype threat interventions need to be tailored to the specific form of experienced stereotype threat to be effective. The Multi-Threat Framework (Shapiro & Neuberg, 2007) distinguishes between group-as-target stereotype threats-concerns that a stereotype-relevant performance will reflect poorly on the abilities of one's group-and self-as-target stereotype threats-concerns that a stereotype-relevant performance will reflect poorly on one's own abilities. The present experiments explored Black college students' performance on diagnostic intelligence tests (Experiments 1 and 3) and women's interest (Experiment 2) and performance (Experiment 4) in science, technology, engineering, and math (STEM). Across the 4 experiments, participants were randomly assigned to experience either a group-as-target or self-as-target stereotype threat. Experiments 1 and 2 revealed that role model interventions were successful at protecting only against group-as-target stereotype threats, and Experiments 3 and 4 revealed that self-affirmation interventions were successful at protecting only against self-as-target stereotype threats. The present research provides an experimental test of the Multi-Threat Framework across different negatively stereotyped groups (Black students, female students), different negatively stereotyped domains (general intelligence, STEM), and different outcomes (test performance, career interest). This research suggests that interventions should address the range of possible stereotype threats to effectively protect individuals against these threats. Through an appreciation of the distinct forms of stereotype threats and the ways in which interventions work to reduce them, this research aims to facilitate a more complete understanding of stereotype threat
Psychological intervention · Stereotype (UML) · Stereotype threat · Test (biology) · Applied Psychology · Bullying, Victimization, and Aggression · Cultural Differences and Values · Psychology · Social and Intergroup Psychology · Social Psychology
Stereotype Threat and Interscholastic Athletic Leadership
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Twenty Years of Stereotype Threat Research
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM
Stereotype Threat
Oh, the places you can go … if you ace calculus
Influences of stereotype threat on the mathematics performance of high school athletes
STEM Disciplines are More Diverse Than Undergraduate Courses Depict
Microaggressions, Interrupted
Adding Fuel to the Collective Fire
Supporting Students on the Right Path in Catholic Schools
Male Allies at Work
Unlocking the Power of Mentoring
Ingroup role models and underrepresented students’ performance and interest in STEM
Are they like me?”
Adapting the values affirmation intervention to a multi-stereotype threat framework for female students in STEM
Gender differences in decision‐making
Stereotype Threat Vulnerability
Belonging in Engineering for Black, Latinx, and Indigenous Students
Meta-lay theories of scientific potential drive underrepresented students’ sense of belonging to science, technology, engineering, and mathematics (STEM)
Deflecting the trajectory and changing the narrative
When stereotype threat does not impair performance, self-affirmation can be harmful
Self-affirmation and an incongruent drinking norm
Immigrant students’ educational trajectories
Future teachers’ self-efficacy in teaching practical and algorithmic ICT competencies – Does background matter
Playing to their strengths
Stereotype threat may not impact women's inhibitory control or mathematical performance
Not in my group
The Up‐ and Downside of Dual Identity
Lower SES PhD students experience interpersonal disconnection from others both inside and outside of academia
Stereotype threat, mental arithmetic, and the mere effort account
Dismantling Stereotypes About Latinos in STEM
Mirando adelante
Minding and mending the gap
Self-affirmation reduces the socioeconomic attainment gap in schools in England
Race and Stereotypes Matter When You Ask About Conduct Problems
From Stereotype Threat to Stereotype Threats
Recursive Processes in Self-Affirmation
The Psychology of Self-Affirmation
The Psychology of Self‐defense
Contending with group image
Female Role Models
A Collective Self-Esteem Scale
Consuming Images
Accepting Threatening Information
Stereotype threat spillover
Combating stereotype threat
Alleviating women’s mathematics stereotype threat through salience of group achievements
Identity bifurcation in response to stereotype threat
When White Men Can't Do Math
The many faces of stereotype threat
Seeing is believing
Establishing a causal chain
Affirmed yet unaware
Stereotype threat and the intellectual test performance of African Americans
From dissonance to disidentification
Working for the self or working for the group
STEMing the tide
We Can Do It
Converging evidence that stereotype threat reduces working memory capacity
| Unique citing works | 37 |
|---|---|
| Citations per year | 2,85 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 36 |