Tesi: "Stereotype"

1

Hall, Leslie. "Facebook and Stereotypes: How Facebook Users Process Stereotype-Consistent and Stereotype-Inconsistent Information with Varying Cognitive Loads". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/668.

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This study builds on previous research analyzing the effects of cognitive busyness on recall of stereotype-consistent and stereotype-inconsistent information by examining the real-world context of Facebook profiles. College students (N = 160) were randomly assigned to either a cognitively busy or unbusy condition. They then looked at either the profile of an African-American male or female target. After, they were given a recall test to assess the number of stereotype-consistent and stereotype-inconsistent descriptors correctly recalled. Results were expected to show that participants recalled more stereotype-consistent information when cognitively busy, even more so for male targets. Conversely, participants were expected to recall more stereotype-inconsistent information when cognitively unbusy, even more so for male targets. Neither cognitive busyness nor the interaction between cognitive busyness and target gender affected the type of information participants recalled. Both results were inconsistent with previous research. Future research should find ways to strengthen the construct validity of measures as they operate in real-world contexts such as Facebook.

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2

Kim, Kwangok. "Developing a stereotype index of gender role stereotypes in television advertising /". Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1068248591&sid=25&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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3

Nussbaum, Arthur David. "Confronting stereotype threat : the motivation to disprove and avoid confirming stereotypes /". May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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4

Eckert, Christine. "Stereotype Threat". Ruprecht-Karls-Universität, 2014. https://ul.qucosa.de/id/qucosa%3A15350.

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Stereotype Threat wird definiert als ein Gefühl der Bedrohung, das Personen in einer Situation erleben, in der sie befürchten, aufgrund eines negativen Stereotyps über ihre Gruppe beurteilt zu werden bzw. durch ihr Verhalten das Stereotyp unbeabsichtigterweise zu bestätigen. Der Begriff geht auf Claude M. Steele und Joshua Aronson zurück. Stereotype Threat kann als ein situatives Dilemma bezeichnet werden, das bei Mitgliedern stigmatisierter Gruppen in Testsituationen kurzfristig zu signifikanten Leistungseinbußen führen kann. Es kann auch bei anderen Wahlentscheidungen auftreten. Empirisch gesicherte Befunde für die längerfristigen Auswirkungen liegen bisher kaum vor. Auch die auslösenden Bedingungen sind nicht abschließend geklärt.

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5

Eckert, Christine. "Stereotype Threat". Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-219437.

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Stereotype Threat wird definiert als ein Gefühl der Bedrohung, das Personen in einer Situation erleben, in der sie befürchten, aufgrund eines negativen Stereotyps über ihre Gruppe beurteilt zu werden bzw. durch ihr Verhalten das Stereotyp unbeabsichtigterweise zu bestätigen. Der Begriff geht auf Claude M. Steele und Joshua Aronson zurück. Stereotype Threat kann als ein situatives Dilemma bezeichnet werden, das bei Mitgliedern stigmatisierter Gruppen in Testsituationen kurzfristig zu signifikanten Leistungseinbußen führen kann. Es kann auch bei anderen Wahlentscheidungen auftreten. Empirisch gesicherte Befunde für die längerfristigen Auswirkungen liegen bisher kaum vor. Auch die auslösenden Bedingungen sind nicht abschließend geklärt.

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6

Keller, Kyle Tinnell. "THE ROLE OF PERSONAL IDENTITY IN STEREOTYPE THREAT SPORTS STEREOTYPES AND VIRTUAL WORLDS". Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192500.

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7

Thiem, Kelsey. "Gender stereotypes and academic performance : the influence of salient role models on stereotype validation". Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2283.

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People commonly seek out role models when they want to achieve their goals because role models help people believe that success is possible and demonstrate how to achieve it. Because seeking out role models is a common occurrence, a great deal of research has been devoted to understanding the effects that they can have on those who look up to them. One effect that has not been previously examined is the extent to which role models can affect people’s certainty in their previous performance perceptions. Evaluative certainty is often increased for people when their performance perceptions are confirmed by the presence of a congruent stereotype: a phenomenon known as stereotype validation. Stereotype validation has been shown to effect women within stereotypically male domains. Importantly, higher evaluative certainty predicts negative downstream outcomes for these women, including lower beliefs in their math ability and reduced expectations for a future math performance. The goal of the current research was to investigate whether the salience of female role models reduces or enhances women’s evaluative certainty following stereotype validation. Four studies reveal partial support for the certainty reduction hypothesis. Stereotype-validated women are less certain of their poor performance perceptions when they are exposed to female role models.

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8

Calvini, Guglielmo. "Stereotype automaticity? I can't see it : stereotype automatic activation and visual attention". Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396676.

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9

Rush, Ladonna Lewis. "Stereotyping in black and white : differences in stereotype knowledge and stereotype use /". Full-text version available from OU Domain via ProQuest Digital Dissertations, 1997.

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10

Wade, Martha Leslie. "Behavioral assimilation and nested social categories exploring gender stereotype priming and stereotype threat /". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181243878.

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11

Szilágyi, Tomáš. "Gendrové stereotypy v reklame". Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-77891.

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This thesis is focused on gender stereotypes commonly displayed in television commercials. It examines, in what typical ways are male and female roles presented and to what kind of commercials is usually assigned to. Whole thesis is divided in two parts. First, theoretical part, explains basic terminology and discusses gender aspects present in media and advertisment. Second, practical part is composed of two main experimental methods. First one, quantitative content analysis is focused on gender stereotypes in 160 television commercials. Second one, consists of evaluation of 60 questionnaires also focused on gender stereotypes.

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12

Westman, Malin. "Att bryta mot stereotypen : Fyra icke-stereotyper på arbetsplatsen berättar". Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-60840.

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Syftet med uppsatsen är att utifrån kvalitativ data synliggöra perspektiv på genus och könsstereotyper, i kombination med organisation. Empirin utgår från fyra informanters perspektiv på dessa frågor, med utgångspunkt från deras egen arbetssituation. Grunden i intervjuerna har varit hur informanterna ställer sig till det faktum att de befinner sig i minoritet könsmässigt på arbetsplatsen och hur detta påverkar arbetssituationen, samt vad som gjort att de valt att bryta könsmönstret i ett annars segregerat arbetsliv. Teorin tar sin utgångspunkt i skapandet av kön och genus i kombination med organisation. Samt lyfts en diskussion kring avvikelse som utgår från Erving Goffmans begrepp stigma. Resultaten visar att informanterna varit medvetna om sin minoritetssituation, både i positiv och också i negativ bemärkelse. Mestadels anser de dock att de kunnat ingå som en del av gruppgemenskapen. De har dock alla vid olika tillfällen tvingats ta ställning till den könsstruktur som finns på arbetsplatsen.
The purpose of this paper, which is based on qualitative data, is to highlight the perspectives of gender and gender stereotypes, in combination to organization. The empirical data is based on four individuals’ perspectives on these issues, based on their work situation. The basis of the interviews has been to understand the informants' attitudes, to the fact that they are in gender minority at the workplace, and how this affects the work situation. And also what made them chose to break the gender pattern in an otherwise segregated working life. The theory is based on the creation of sex and gender in combination to organization. And also a discussion on difference is raised, based on Erving Goffman's definition of stigma. The results show that the informants have been aware of their gender minority position, both in positive and also in a negative sense. They have all at various times been forced to consider the gender structure at the workplace. Though, mostly they believe that they can be a part of the group, despite their minority situation.

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13

Thompson, Taylor Lee. "Portrait of a stereotype Asian Americans' experiences with the model minority stereotype during adolescence /". Winston-Salem, NC : Wake Forest University, 2009. http://dspace.zsr.wfu.edu/jspui/handle/10339/42602.

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14

Elizaga, Ronald A. "Eliciting stereotype challenge and stereotype threat effects within the context of women's math performance". Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1132057268.

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15

Tausch, Nicole. "Determinants of stereotype change and prejudice reduction : perceiver characteristics, stereotype content, and intergroup context". Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424736.

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16

Elizaga, Ronald A. "ELICITING STEREOTYPE CHALLENGE AND STEREOTYPE THREAT EFFECTS WITHIN THE CONTEXT OF WOMEN’S MATH PERFORMANCE". Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1132057268.

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17

Yeung, Nai Chi Psychology Faculty of Science UNSW. "Stereotype threat behind the wheel". Awarded by:University of New South Wales. School of Psychology, 2006. http://handle.unsw.edu.au/1959.4/26242.

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Stereotype threat refers to the pressure that individuals feel when they are at risk of confirming a demeaning stereotype about themselves. Research has found that stereotype threat impairs performance on cognitive-based tasks by inducing mental interference (e.g., Schmader & Johns, 2003). This thesis hypothesised that this finding would generalise to driving and that drivers who are better able to inhibit cognitive interference (i.e., with better inhibitory ability) would be less susceptible to the disruptive effect of stereotype threat than drivers who are less able (i.e., with poorer inhibitory ability). A series of three experiments conducted in a driving simulator tested the predictions using the gender stereotype of driving skills and investigated the interpretation of the results. The experiments revealed that stereotype threat exerted both a facilitative and debilitative influence on driving performance, as indicated by different performance measures. The facilitative effect diminished when drivers experienced increased mental demands or when they were assessed by an unexpected performance measure, while the debilitative effect was more likely observed among drivers who received negative feedback than drivers who received positive feedback. Moreover, the results supported the prediction that inhibitory ability would moderate the detrimental impact of stereotype threat as the performance of drivers with poorer inhibitory ability was impeded more than that of drivers with better inhibitory ability. Regarding the processes underlying the present findings, the experiments provided suggestive evidence that stereotype threat elicits cognitive interference and simultaneously motivates drivers to concentrate on particular performance areas in an attempt to refute the stereotype. In combination, these processes appear to be at least partly responsible for the performance deficits and boosts observed.

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18

Bos, Arne van den. "Why we stereotype influences how we stereotype self-enhancement and comprehension effects on social perception /". [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2008. http://irs.ub.rug.nl/ppn/.

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19

Stein, Renee. "Negative age stereotypes and older adults' memory performance : an examination of age stereotype activation and underlying mechanisms". Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/29329.

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20

Aktan, Timucin. "Compensatory Nature Of Mixed Stereotypes: An Investigation Of Underlying Mechanisms In The Framework Of Stereotype Content Model". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614349/index.pdf.

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The present dissertation aims to investigate cognitive and motivational underpinnings of stereotype contents in differing contexts. This dissertation consisted of two related sections. In the first section, comparison was suggested as the cognitive process underlying the implicit competence and warmth attributions toward businesswomen and homemakers. Four studies using Go/No Go Association Task were conducted to investigate the comparison process. Findings of the studies indicated that comparison has a significant impact on implicit mixed stereotypes. Implicit mixed stereotypes were not observed when target groups and attributes were presented in non-comparative context (Study 1). However, implicit stereotype contents were obvious in comparative context (Study 2). Finally, implicit stereotype contents of homemakers and businesswomen were shaped in accordance to the part of the context that was comparative (i.e. group comparison in Study 3 and attribute comparison in Study4). In the second section of the dissertation, comparison process was related to individuals&rsquo
compensation tendency. Two studies were conducted to examine the compensation tendency in the framework of System Justification Theory. In the first study (Study 5), presentation order of the target groups was manipulated. By this way, participants were not aware of the second group. Findings indicated that participants tended to compensate their first ratings toward homemakers and businesswomen. Furthermore, ambivalent sexism moderated the compensation tendency. In the second study (Study 6), both groups were presented together. Neither order of presentation nor its interactions were significant. Findings of the studies were discussed in the light of relevant literature.

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21

Young, Kelcei. "And the Stereotype Award Goes to...: A Comparative Analysis of Directors using African American Stereotypes in Film". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609173/.

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This study examines African American stereotypes in film. I studied six directors, Kathryn Bigelow, Spike Lee, the Russo Brothers, Ryan Coogler, Tate Taylor, and Dee Rees; and six films Detroit, BlacKkKlansman, Captain America: The Winter Soldier, The Help, and Mudbound. Using the framework of critical race theory and auteur theory, I compared the common themes between the films and directors. The main purpose of my study is to see if White or Black directors predominantly used African American stereotypes. I found that both races of directors rely on stereotypes for different purposes. With Black directors, the stereotype was explained further through character development, while the White directors used the stereotype at face value with no further explanation.

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22

Allen, Ben. "Threatening the Heart and Mind of Gender Stereotypes: Can Imagined Contact Influence the Physiology of Stereotype Threat?" Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/27746.

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Research shows that when a gender stereotype is made salient and the target of the stereotype is asked to perform in the stereotyped domain, targets of the stereotype often perform at a lower level compared to situations when the stereotype was not made salient (Spencer, Steele, & Quinn, 1999). Current models of stereotype threat show that increased physiological arousal and reduced working memory capacity partially explain this decrement in performance (Ben-Zeev, Fein, & Inzlicht, 2005; Schmader, Johns, & Forbes, 2008). Furthermore, the noticeable absence of female faculty and students in math and science departments at coed universities throughout the United States may increase the belief in gender stereotypes and discourage women from pursuing careers in these fields (Dasgupta & Asgari, 2004). Contact with counter-stereotypical exemplars, such as female science experts, decreases belief in gender stereotypes and increases womenâ s motivation to pursue careers in science (Stout, Dasgupta, Hunsinger, & McManus, 2011). Thus, the present study examined whether imagining an interpersonal interaction with a counter-stereotypic exemplar removes the physiological and performance effects of stereotype threat. However, the stereotype threat manipulation failed to elicit a strong stereotype threat effect on performance or physiology. Only reaction time and high frequency heart rate variability were sensitive to the stereotype threat induction. The imagination manipulation significantly attenuated the physiological effects of stereotype threat, whereas the reaction time effects were only marginally significant. Limitations and future directions for stereotype threat and imagined contact are discussed.
Ph. D.

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23

Dover, Tessa L. "Confirming the Stereotype: How Stereotype Threat, Performance Feedback, and Academic Identification affect Identity and Future Performance". Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/187.

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This study investigates the post-performance effects of stereotype threat. Undergraduate students (N = 130) classified as either strongly- or weakly- identified with academics were told a diagnostic anagram task either typically shows poorer performance for their gender (stereotype threat) or no gender differences (no stereotype threat), and received arbitrary positive or negative feedback on an initial task. They later performed a second anagram task. Results indicate a 2-way interaction between stereotype threat and academic identification among those who received negative feedback. Negative feedback under stereotype threat did not harm performance for participants strongly-identified with academics, but did harm performance for participants weakly-identified with academics. This same 2-way interaction within the negative feedback condition also predicted post-feedback levels of identification as a college student, though it did not seem to affect post-feedback levels of academic identification. Strongly-identified participants receiving negative feedback identified less as a college student if they were under stereotype threat while weakly-academically identified participants identified more. Levels of post-feedback identification as a college student negatively predicted performance.

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24

Francis, Judith A. "Relationship between dysphoria and stereotype utilization". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0028/NQ49259.pdf.

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25

Nadler, Joel T. "Positive stereotype threat in social groups /". Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240700731&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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26

Buhaly, Brianna. "Perpetuating PMS: What Supports the Stereotype?" Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/300.

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This study investigated how the problematic construct of premenstrual syndrome (PMS) is sustained and perpetuated in our culture. A main effect of gender priming on the number of PMS symptoms recalled from a description suggests that priming activates relevant stereotypes, leading to selective attention to stereotype-consistent information, reinforcing the held stereotypes. An interaction between gender priming and type of description (a woman experiencing PMS, a woman experiencing headaches, or a man experiencing headaches) on the number of pathological conditions ascribed to the woman or man described was found. This suggests that gender priming has a restrictive effect on pathologizing, but further research needs to address how pathologization may function to perpetuate PMS.

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27

Goodman, Ruth L. "Processing and communicating stereotype-relevant information". Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493425.

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This thesis investigates how stereotype information is processed and communicated. People typically display slower reading times for information that is inconsistent with their knowledge about the world compared to information that is consistent with their klowledge about the world. This thesis considers whether such a congruency effect emerges when individuals read information about behaviours that pertain to cultural stereotypes. The immediacy of such effects and the influence of directing participants' focus to the stereotype-relevant of what they read was also examined.

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28

King, Kenya Latonya. "Stereotype Threat and Survey Response Bias". Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50814.

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Stereotype threat is the threat of confirming a negative stereotype about a group with which a person identifies. Researchers have found that stereotype threat can result in underperformance in multiple domains, shifts in social behavior, and shifts in assessed implicit attitudes, the likelihood of which increases as an individual's concern about the domain of interest increases. According to theory, this threat can be "alleviated",thereby diminishing or eliminating its impact. In this project, over the course of two experiments, the impact of stereotype threat and stereotype threat-alleviation on explicit self-report measures are examined. In experiment one, white college student participants were exposed (or not) to an on-line task intended to elicit race-based stereotype threat. Differences in reporting style (i.e., bias) between the two groups on self-reported measures of race-related attitudes were examined. It was hypothesized that the group exposed to stereotype threat would endorse lower racism and lower stereotypicality (i.e., stereotypic "White" behaviors, attitudes, adjectives, and beliefs). The data provided only partial support for the hypothesis - the threat group reported significantly less stereotypicality than the non threat group. However, the groups were not statistically different on measures of racism or race and social policy. In experiment two, again examining white college students who participated on-line, a stereotype threat-alleviation task was added, and whether this diminished or removed bias was examined. It was hypothesized the threat group would endorse lower stereotypicality and racism than the non threat group and the group receiving the threat alleviation task. The findings from study one did not replicate in study two. Instead, contrary to predictions, across measures of racism and stereotypicality, it was the non threat group that consistently showed the lowest scores. Potential explanations for these findings are offered, including the possibility of having eliciting stereotype threat, cognitive dissonance, or both for the threat and non threat groups via their filler task. Finally, implications for assessing, broaching, and reducing stereotype threat in clinical and research applications are also discussed.
Ph. D.

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29

McCormick, Regina Ann. "Stereotype Threat and Racial Identity Attitudes". Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123618206.

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30

Strand, Elizabeth A. "Gender Stereotype Effects in Speech Processing". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1380895028.

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31

Tagler, Michael J. "Stereotype threat : prevalence and individual differences /". Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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32

Rubenstein, Adam Jack. "The ability to form stereotypic associations during infancy : a cognitive look at the basis of the "beauty is good" stereotype /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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33

Gabor, Elena. "The stereotype caravan: Assessment of stereotypes and ideology levels used to portray Gypsies in two European feature films". Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/34160.

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The dominant ideology in Eastern Europe has kept and still keeps Roma people at the lowest level of society through a long list of negative stereotypes and active discrimination. Up to the end of the twentieth century, cinematography tended to portray Gypsies as an exotic element in romantic settings, avoiding social and political issues like poverty, discrimination and marginalization. The fall of communism marked a change, as more films dared to speak against the dominant ideology. This thesis examines the socio-cultural stereotypes used to portray the Gypsies and the levels of ideology present in two movies: Gadjo Dilo (Tony Gatlif, 1997, France) and Time of the Gypsies (Emir Kusturica, 1989, Yugoslavia).
Master of Arts

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34

Hauke, Peter [Verfasser], Alexandra [Akademischer Betreuer] Isaksson e Nicolas [Akademischer Betreuer] Rüsch. "Auswirkungen von Stereotype Threat (deutsch: Bedrohung durch Stereotype) auf die Arbeitsgedächtnisleistung bei Menschen mit Depression in der Vorgeschichte". Freiburg : Universität, 2018. http://d-nb.info/116134005X/34.

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Kaufmehl, Jan [Verfasser], e Nicolas [Akademischer Betreuer] Rüsch. "Auswirkungen von Stereotype Threat (zu Deutsch „Bedrohung durch Stereotype“) auf Emotionserkennung bei Menschen mit Depression in der Vorgeschichte". Freiburg : Universität, 2017. http://d-nb.info/1152210319/34.

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Forbes, Chad Edward. "Lessons Learned from a Clockwork Orange: How Retraining Implicit Attitudes and Stereotypes Affects Motivation and Performance under Stereotype Threat". Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195809.

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While evidence suggests stereotype threat effects invade conscious levels of processing, less is known about the role that implicit processes play in stereotype threat. Results from four studies indicate that implicit attitudes and stereotypes play a unique role in motivation and performance in stereotype threatening contexts. Women trained to have positive implicit math attitudes exhibited increased math motivation in general (Study 1). This effect was magnified among stereotype threatened women when negative stereotypes had either been primed subtly (Study 2) or implicitly reinforced (Study 3). Implicit attitudes had no effect on working memory capacity or performance however. Conversely, after retraining women to associate their gender with being good at math, they exhibited increased working memory capacity (Studies 3 and 4) and increased math performance (Study 4) in stereotype threatening situations. The enhanced performance that resulted from the positive stereotype reinforcement was mediated by the increased working memory capacity. Thus while implicit attitudes appear important for motivating stigmatized individuals to engage with stigmatized domains, stereotypes play a key role in undermining cognitive capacity that is critical for success in the domain.

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Little, Jane Kathryn. "The acquisition of gender stereotype component links". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28105.

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Deaux and Lewis (1984) have proposed that stereotypes be viewed as linked components, each encompassing specific content domains (such as beliefs about appearance, preferences, occupations and traits). Each component has a masculine and a feminine version. Adults are able to use the stereotyped associative links between items in the same component and those between items in different components to make judgments about individuals' behaviors and characteristics based on minimal information. The present study examined the acquisition of these associative connections in the gender stereotypes of 6 to 10 year olds. Seventy-six children (38 boys, 38 girls), aged 6, 8 and 10 years, were asked to make a number of judgments about an individual's clothing, occupational aspirations, toy preferences, and personality traits based on a single piece of cue information (a masculine or feminine item from a component). The types of associative links that children could use in making of interpersonal judgments changed with age. The 6-year-old children were able to make stereotyped judgments about both masculine and feminine items within the same component but were only able to make between-component stereotyped judgments when items of their own-sex typing (i.e. masculine items for boys, feminine items for girls) were presented as cues. The older children were be able to make within- and between-component stereotypic judgments about both masculine and feminine items. The results supported the propositions of schematic-processing theory (Martin & Halverson, 1981) and demonstrated the value of the Deaux and Lewis (1984) component-link model as a heuristic for the study of complex cognitive structures.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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38

Hall, William. "Stereotype threat impairs the feeling of learning". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42978.

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The present study examined stereotype threat impairments on stigmatized learners’ ability to develop conscious awareness of what they have learned, even when learning has taken place. To test this, participants completed a task where learning is initially implicit but the “feeling of learning” develops with greater experience. Participants were female undergraduates who completed an implicit category learning task under threat or control conditions. Across 192 trials, participants made a category choice, rated their confidence in the choice, and received feedback. Although participants in both conditions showed equivalent levels of implicit learning, those under threat were delayed in becoming confident that learning had taken place. This inaccurate awareness of learning had consequences for post-task perceptions of performance and judgments of ability on future tasks. Discussion centers on the role of stereotype threat in hindering awareness of one’s abilities and the impact that might have on decision-making and motivation.

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39

Liekweg, Joseph R. "An Analysis of Competing Stereotype Threat Theories". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/787.

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This paper investigates the literature on stereotype threat theory. Looking for an explanation for achievement gaps in standardized testing and mathematics, Claude Steele and Elliot Aronson conducted a study in 1995 which introduced the term “stereotype threat” to the psychological community. It was hypothesized by Steele and Aronson that stereotype threat is cause by the anxiety that results from a fear of conforming to a negative stereotype that directly affects an individual in a domain with which they identify. Stereotype threat can have extremely detrimental effects on individuals. Since the original study in 1995, numerous studies have been conducted to further address gender and racial achievement gaps. Some of the studies have yielded results in support of Steele’s theory, and some have called into questions certain aspects of Steele’s theory. This paper specifically analyses Steele’s theory and its ability to stand up against specific criticisms.

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Pocius, Kym Elizabeth. "Occupational stereotype accuracy and adolescents' identity formation". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400071979.

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Rosenblum, Ari M. "Gender Nonconformity and the Stereotype Content Model". Oberlin College Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1528377926660424.

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Williams, Andre. "Stereotype Logit Models for High Dimensional Data". VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/147.

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Gene expression studies are of growing importance in the field of medicine. In fact, subtypes within the same disease have been shown to have differing gene expression profiles (Golub et al., 1999). Often, researchers are interested in differentiating a disease by a categorical classification indicative of disease progression. For example, it may be of interest to identify genes that are associated with progression and to accurately predict the state of progression using gene expression data. One challenge when modeling microarray gene expression data is that there are more genes (variables) than there are observations. In addition, the genes usually demonstrate a complex variance-covariance structure. Therefore, modeling a categorical variable reflecting disease progression using gene expression data presents the need for methods capable of handling an ordinal outcome in the presence of a high dimensional covariate space. In this research we present a method that combines the stereotype regression model (Anderson, 1984) with an elastic net penalty (Friedman et al., 2010) as a method capable of modeling an ordinal outcome for high-throughput genomic datasets. Results from applying the proposed method to both simulated and gene expression data will be reported and the effectiveness of the proposed method compared to a univariable and heuristic approach will be discussed.

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Sturdivant, Manasia. "Fulfilling Positive Stereotypical Expectations, Performance Boosts or Performance Decrements?" Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83597.

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There is plenty of research on effects of negative stereotypes on performance, but less is known about effects of positive stereotypes. Research examining effects of positive stereotypes on performance has found mixed, often competing, results; positive stereotypes have been shown to lead to performance decrements, performance boosts, both boosts and decrements, or neither. One goal of the current study was to examine how domain identification, mode of stereotype activation, group membership of social referents, and valence of performance feedback (i.e. threat salience antecedents) influence whether positive stereotypes harm or benefit performance. I asserted that different combinations of the aforementioned variables would result in differential levels of threat salience, which I define as feelings of stress or pressure that arise from a dynamic interplay between performance motivation, anxiety and self-efficacy. Furthermore, as threat salience increased performance boosts from the positively stereotyped identity were expected to decrease and eventually lead to performance decrements. I also aimed to pinpoint the exact condition, or level of threat salience, that would lead to the switch from performance boosts to performance decrements (i.e. a tipping point). The threat salience antecedents of social referent’s group membership and feedback valence were combined to create a 2 (male/negative feedback vs female/positive feedback) X 2 (implicit activation vs explicit activation) design with a measured causal antecedent (domain identification). Participants took part in a laboratory study utilizing the positive stereotype that females are better than males at verbal ability tasks. Before arriving to the lab, participants were required to complete measures of verbal ability domain identification. Upon arrival to the lab, participants completed one trial of verbal ability items before being exposed to one of the four combinations of threat salience antecedents; following the manipulations, participants completed a subsequent trial of verbal ability items. The results of the study did not support the hypotheses; greater threat salience was not found to lead to worse performance nor was there support for a tipping point whereby performance boosts shifted to performance decrements. Possible reasons for null findings are discussed along with implications of exploratory analyses.
Master of Science
Research on the impact of positive stereotypes on performance has often resulted in mixed conclusions, with some research finding evidence for performance boosts, some finding evidence for performance decrements, and some finding both or neither. The current study sought to demonstrate that certain variables (i.e. domain identification, mode of stereotype activation, group membership of social referents, and valence of performance feedback) impact whether positive stereotypes lead to increases or decreases in performance outcomes through presenting differential threat salience. Threat salience essentially being feelings of pressure or worry about contradicting a positive stereotype; said feelings are believed to be the result of a dynamic interplay between motivation, self-efficacy, and anxiety about performance outcomes. I hypothesized that as threat salience increased then performance would decrease, eventually causing performance boosts from positive stereotypes to switch to performance decrements. Furthermore, I aimed to identify the exact level of threat salience that resulted in a switch from performance boosts to performance decrements (i.e. a tipping point). The study results did not provide support for the hypotheses, nor was I able to identify a tipping point whereby performance switched from boosts to decrements. Implications of exploratory analyses are discussed, along with possible explanations for null findings.

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Hunt, Jennifer Shannon. "The effects of individuating information on stereotype activation /". ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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Colarieti-Tosti, Massimiliano. "The "best language" stereotype threat : A pilot study". Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1215.

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This work should be seen as a pilot study of the effect that the common-sense based statement that one understands and learns best in their best language has on pupils in Swedish schools.

A number of students have been given a mathematical test in the language they use for their normal school activities, and that is not their mother tongue. Some of them (approximately 50%) were led to believe this particular test to be language fair. Their average score on the test has then been compared to the average score on the same test of the remaining 50% students who considered the test a normal one. The difference in performance between the two subgroups has been interpreted with the help of the concept of stereotype threat.

This pilot study showed a trace of the hypothesised best language stereotype threat in a specific group of students and will hopefully serve as a guide for a larger work that could prove (or falsify) the existence of the best language stereo-type threat with statistical certainty, extend its range of applicability to a wider group of students and establish its size as compared to other related factors. A final caveat: This study is focussed on (and relevant only for those) students that perform their school activities in a language different from their mother tongue but that are fully operational in the teaching language.

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Jandrucko, Sarah K. (Sarah Kutz). "Stereotype Vulnerability in Elementary Aged African American Students". Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278149/.

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This study explores a link between "stereotype vulnerability" and the documented under performance of African American students on standardized tests. The subjects were 41 third grade African American students matched according to language arts grades with 41 third grade Anglo students. The students were from predominately middle class suburban schools, with similar educational experiences. The data suggest that third grade African American and Anglo students from predominately middle class schools, with approximately equivalent language arts grades and similar educational experiences, will score comparably to one another regardless of testing conditions. The data also suggest that this sample of third grade students are confident in their academic ability and are not affected by negative stereotyping.

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Prasad, Ambika Marshall Linda L. "Stereotype threat in India gender and leadership choices /". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5128.

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Hawley, Richard. "Women in Greek drama : speech, status and stereotype". Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365565.

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Lock, ZoeÌˆ. "Performance and flexibility of stereotype-based user models". Thesis, University of York, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424534.

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Alisharan, Shalani E. "Self-focus as a mediator of stereotype threat". Thesis, Loughborough University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289529.

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Tesi sul tema "Stereotype"

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