| Stereotype Threat Undermines Academic Learning. | |
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MedLine Citation:
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PMID: 21555503 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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Two experiments tested whether stereotype threat can undermine the acquisition of academic knowledge and thus harm performance even in nonthreatening settings. In Experiment 1, Black and White students studied rare words in either nonthreatening or threatening conditions. One to two weeks later, participants recalled word definitions, half in a nonthreatening "warm-up" and half in a threatening "test." Replicating past research, Black students performed worse on the test than on the warm-up. But importantly, Black students who had studied in the threatening rather than nonthreatening environment performed worse even on the warm-up. White students were unaffected. In Experiment 2, a value affirmation eliminated the learning-threat effect and provided evidence of psychological process. The results suggest that stereotype threat causes a form of "double jeopardy" whereby threat can undermine both learning and performance. The discussion addresses implications for the interpretation of group differences and for understanding how brief threat-reducing interventions can produce long-lasting benefits. |
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Authors:
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Valerie Jones Taylor; Gregory M Walton |
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Publication Detail:
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Type: JOURNAL ARTICLE Date: 2011-5-9 |
Journal Detail:
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Title: Personality & social psychology bulletin Volume: - ISSN: 1552-7433 ISO Abbreviation: - Publication Date: 2011 May |
Date Detail:
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Created Date: 2011-5-10 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 7809042 Medline TA: Pers Soc Psychol Bull Country: - |
Other Details:
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Languages: ENG Pagination: - Citation Subset: - |
Affiliation:
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Princeton University, Princeton, NJ, USA. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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