基本説明
Why do various racial, ethic, religious, and gender groups differ in academic and performance? This book suggests that subtle reminders of cultural stereotypes play a critical yet underappreciated role.
Full Description
The 21st century has brought with it unparalleled levels of diversity in the classroom and the workforce. It is now common to see in elementary school, high school, and university classrooms, not to mention boardrooms and factory floors, a mixture of ethnicities, races, genders, and religious affiliations. But these changes in academic and economic opportunities have not directly translated into an elimination of group disparities in academic performance, career opportunities, and levels of advancement. Standard explanations for these disparities, which are vehemently debated in the scientific community and popular press, range from the view that women and minorities are genetically endowed with inferior abilities to the view that members of these demographic groups are products of environments that frustrate the development of the skills needed for success. Although these explanations differ along a continuum of nature vs. nurture, they share in common a presumption that a large chunk of our population lacks the potential to achieve academic and career success.
In contrast to intractable factors like biology or upbringing, the research summarized in this book suggests that factors in one's immediate situation play a critical yet underappreciated role in temporarily suppressing the intellectual performance of women and minorities, creating an illusion of group differences in ability. Research conducted over the course of the last fifteen years suggests the mere existence of cultural stereotypes that assert the intellectual inferiority of these groups creates a threatening intellectual environment for stigmatized individuals - a climate where anything they say or do is interpreted through the lens of low expectations. This stereotype threat can ultimately interfere with intellectual functioning and academic engagement, setting the stage for later differences in educational attainment, career choice, and job advancement.
Contents
Chapter 1 - Introduction ; Michael Inzlicht and Toni Schmader ; Chapter 2 - The Role of Situational Cues in Signaling and Maintaining Stereotype Threat ; Mary C. Murphy and Valerie Jones Taylor ; Chapter 3 - An Integration of Processes that Underlie Stereotype Threat ; Toni Schmader and Sian Beilock ; Chapter 4 - Embodied Stereotype Threat: Exploring brain and body mechanisms underlying performance impairments ; Wendy Berry Mendes and Jeremy Jamieson ; Chapter 5 - Types of threats: From stereotype threat to stereotype threats ; Jenessa R. Shapiro ; Chapter 6 - Do I Belong? How Negative Intellectual Stereotypes Undermine People's Sense of Social Belonging in School and How to Fix It ; Gregory M. Walton and Priyanka B. Carr ; Chapter 7 - Stereotype Threat Spillover: The short-term and long-term effects of coping with threats to social identity ; Michael Inzlicht, Alexa M. Tullett, and Jennifer N. Gutsell ; Chapter 8 - Differentiating Theories: A comparison of stereotype threat and stereotype priming effects ; David M. Marx and Diederik A. Stapel ; Chapter 9 - Stereotype Boost: Positive Outcomes from the Activation of Positive Stereotypes ; Margaret J. Shih, Todd L. Pittinsky, and Geoffrey C. Ho ; Chapter 10 - Threatening Gender and Race: Different manifestations of stereotype threat ; Christine Logel, Jennifer Peach, and Steven J. Spencer ; Chapter 11 - Stereotype Threat in Organizations: An examination of its scope, triggers, and possible interventions ; Laura J. Kray and Aiwa Shirako ; Chapter 12 - Social Class and Test Performance: From stereotype threat to symbolic violence ; Jean-Claude Croizet and Mathias Millet ; Chapter 13 - Aging and Stereotype Threat: Development, process, and interventions ; Alison L. Chasteen, Sonia K. Kang, and Jessica D. Remedios ; Chapter 14 - The Impact of Stereotype Threat on Performance in Sports ; Jeff Stone, Aina Chalabaev, and C. Keith Harrison ; Chapter 15 - Stereotype Threat in Interracial Interactions ; Jennifer A. Richeson and J. Nicole Shelton ; Chapter 16 - Concerns About Generalizing Stereotype Threat Research Findings to Operational High Stakes Testing ; Paul R. Sackett and Ann Marie Ryan ; Chapter 17 - Stereotype Threat in the Real World ; Joshua Aronson and Thomas Dee ; Chapter 18 - An Identity Threat Perspective on Intervention ; Geoffrey L. Cohen, Valerie Purdie-Vaughns, and Julio Garcia ; Chapter 19 - Extending and Applying Stereotype Threat Research: A brief essay ; Claude M. Steele
