Stereotype Threat and Performance: How Self-Stereotypes Influence Processing by Inducing Regulatory Foci.

Beate Seibt · Jens Förster

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Social and Intergroup Psychology Education, Achievement, and Giftedness Death Anxiety and Social Exclusion

Abstract

The authors hypothesized that activated self-stereotypes can influence the strategies of task solution by inducing regulatory foci. More specifically, positive self-stereotypes should induce a promotion focus state of eagerness, whereas negative stereotypes should induce a prevention focus state of vigilance. Study 1 showed that a negative ascribed stereotype with regard to task performance leads to better recall for avoidance-related statements whereas a positive stereotype leads to better recall for approach-related statements. In Studies 2 and 3, both an experimental manipulation of group performance expectation and the preexisting stereotype of better verbal skills in women than in men led to faster and less accurate performance in the positive as compared with the negative stereotype group. Studies 4 and 5 showed that positive in-group stereotypes led to more creative performance whereas negative stereotypes led to better analytical performance. These results point to a possible mechanism for stereotype-threat effects.

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1995Stereotype threat and the intellectual test performance of African Americans.1997Beyond pleasure and pain.1997A threat in the air: How stereotypes shape intellectual identity and performance.1999Dual-process theories in social psychology 2014Handbook of Social Cognition 1999Stereotype Threat and Women's Math Performance 1996Creativity In Context: Update To The Social Psychology Of Creativity 2002Contending with group image: The psychology of stereotype and social identity threat

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