This preview shows pages 1–2. Sign up to view the full content.
This preview has intentionally blurred sections. Sign up to view the full version.View Full Document
Unformatted text preview: o Non-diagnostic – still in the works, doing some research • DV: performance on test • Hypothesis: individuals would feel pressure to disconfirm negative stereotype • Conclusion: results consistent with stereotype threat Study 4 • Focused on stereotype salience • P;s” black and white undergrads • Procedure and DV: same as non-diagnostic condition from study 1 • IV: check race or not • Conclusion: asking blacks to indicate their race before taking a test cause them to get fewer items correct, answer fewer items, spend more time on questions, feel significantly more anxiety Findings have been replicated with women and math, white men vs. Asians, dumb blondes o Reducing stereotype threat in academics Tell students they have the ability to meet high standards Ask demographic questions at the end of tests...
View Full Document
This note was uploaded on 11/27/2011 for the course PSYC 260 taught by Professor Traceycallison during the Fall '08 term at UNC.
- Fall '08