Improving performance expectancies in stereotypic domains: task relevance and the reduction of stereotype threat
Version of Record online: 7 SEP 2006
Copyright © 2006 John Wiley & Sons, Ltd.
European Journal of Social Psychology
Volume 37, Issue 3, pages 586–597, May/June 2007
How to Cite
Rosenthal, H. E. S., Crisp, R. J. and Suen, M.-W. (2007), Improving performance expectancies in stereotypic domains: task relevance and the reduction of stereotype threat. Eur. J. Soc. Psychol., 37: 586–597. doi: 10.1002/ejsp.379
- Issue online: 25 APR 2007
- Version of Record online: 7 SEP 2006
- Manuscript Accepted: 31 MAY 2006
- Manuscript Received: 31 AUG 2005
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. Copyright © 2006 John Wiley & Sons, Ltd.