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Improving performance expectancies in stereotypic domains: Task relevance and the reduction of stereotype threat

Rosenthal, H.E.S.; Crisp, R.J.; Suen, M.-W.

Authors

H.E.S. Rosenthal

M.-W. Suen



Abstract

The experiments presented here extend previous research on reducing stereotype threat, along with examining the mediating role of performance expectancies. Women who generated shared academic characteristics between men and women predicted higher scores for themselves on a math test compared to the baseline and those who generated shared non-academic characteristics or shared physical characteristics. No effects were found for male participants' performance expectancies on an English test. Extending the relevance of these findings for stereotype threat research, women completing a math test, who first completed the shared academic characteristics task, both expressed higher performance expectancies and greater accuracy in math performance than participants in all other conditions. A partially mediating role of performance expectancies in relation to task and math performance was also found.

Citation

Rosenthal, H., Crisp, R., & Suen, M. (2007). Improving performance expectancies in stereotypic domains: Task relevance and the reduction of stereotype threat. European Journal of Social Psychology, 37(3), 586-597. https://doi.org/10.1002/ejsp.379

Journal Article Type Article
Acceptance Date May 31, 2006
Online Publication Date Sep 7, 2006
Publication Date May 1, 2007
Deposit Date Jun 5, 2007
Journal European Journal of Social Psychology
Print ISSN 0046-2772
Electronic ISSN 1099-0992
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 37
Issue 3
Pages 586-597
DOI https://doi.org/10.1002/ejsp.379