Stereotype threat ERQ

stereotype threat

The fear of confirming a negative stereotype about one's group, which can impair performance and increase anxiety.

stereotypes affect behaviour

They can reduce cognitive performance, lower confidence, and influence how individuals behave or perceive themselves.

aim of Inzlicht & Ben-Zeev (2000)

To examine whether being in a male-dominated environment would affect women's math performance due to stereotype threat.

method in Inzlicht & Ben-Zeev (2000)

72 female participants took a math test in two conditions: all-female group or mixed-gender group (1 woman, 2 men).

findings of Inzlicht & Ben-Zeev (2000)

Women in the mixed group performed significantly worse, likely due to increased anxiety and awareness of gender-based stereotypes.

conclusion of Inzlicht & Ben-Zeev

The presence of outgroup members (men) triggered stereotype threat, impairing women's cognitive performance during testing.

strength of Inzlicht & Ben-Zeev (2000)

High internal validity; controlled design; real-world relevance for gender inequality in STEM.

limitation of Inzlicht & Ben-Zeev (2000)

Limited generalisability beyond math; short-term effect only; lacks diversity in participant demographics.

aim of Steele & Aronson (1995)

To study the impact of stereotype threat on African American students' performance on a verbal test.

method of Steele & Aronson (1995)

Participants took a verbal test in two conditions: diagnostic (told it tested intelligence) or non-diagnostic (not about ability).

findings of Steele & Aronson (1995)

Black participants performed worse in the diagnostic condition, but performance improved when the stereotype was not made salient.

conclusion of Steele & Aronson (1995)

Stereotype threat undermines performance when identity-relevant stereotypes are made salient in evaluative contexts.

strength of Steele & Aronson (1995)

Controlled experiment; supports stereotype threat theory; has been widely replicated.

limitation of Steele & Aronson (1995)

Only short-term effects measured; context-specific to U.S. education system; limited cultural generalisability.

effects of stereotypes

That stereotype threat can impair performance, especially when social identity is made salient in evaluative settings.

real-world implications of stereotype threat research

It highlights the need to reduce stereotype salience in education and work to promote fair performance outcomes.

similarity between Inzlicht & Ben-Zeev and Steele & Aronson

Both show that when a stereotype becomes salient, it impairs performance due to increased anxiety, self-doubt, and cognitive overload.

stereotype threat and cognition

It reduces working memory capacity, making it harder to concentrate, process information, and perform under pressure.

activation of stereotype threat in studies

Through situational cues—like being outnumbered (gender) or being told a test measures intelligence (race).

stereotypes and self-perception

People internalise societal stereotypes, and this can influence their behaviour and self-confidence even without explicit discrimination.

real-world implications of stereotype threat

It highlights how stereotypes can reinforce inequality in education and the workplace by undermining performance through psychological mechanisms.

limitation shared by both studies

They focus on short-term effects in test situations, without exploring the long-term impact on motivation, identity, or well-being.

difficulty in countering stereotype threat

Because it can be triggered subtly by context, and individuals may not always be aware it's affecting them.

addressing stereotypes

Reducing stereotype salience in evaluative settings (e.g., schools, hiring) and promoting identity safety can help mitigate performance gaps caused by stereotype threat.