Effects Of Stereotype Threat On Women 's Performance

Miller, Alice H. Eagly, and Marcia C. Linn, it measured gender-science stereotype, “” (2). which is defined as associations that connects science with men more than women. This is believed to come from a lack of representation of women in the relative field. The study notes that putting women in science related fields in media, or having more women in the field, lessons that stereotype. They conducted the experiment by measuring 66 nations, which consisted of 350,000 participants’ explicit and implicit gender-science stereotypes. They found a relationship “between women's representation in science and national gender-science stereotype” (Eagly, Linn, Miller 8). The results of the study concluded that “implicit and explicit measures indicated strong association of science with man” (Eagly, Linn, Miller

The journal article used in reference to stereotyping was retrieved from the The Journal of Experimental Psychology. The purpose of this article is to illustrate how being exposed to social stereotypes can subconsciously affect our behavior. The article explores the theory that if the self is compared to the social stereotype of a perceived out-group, a group with which one does not identify, one will subconsciously behave differently. Therefore, there will be disparities between the similarities

Stereotypes are socially constructed, over-generalized views regarding a particular group of persons with certain characteristics that are widely accepted, and usually expected, in a society. The dominant group of a certain society, which in this case is probably Caucasians and men, usually creates these social constructions. Claude M. Steele, a researcher from Stanford University, performed multiple research studies on the idea and psychological effects of stereotypes on its victims. In his studies, he coins the term “stereotype threat” as the “social-psychological predicament that can arise from widely-known negative stereotypes about one's group,” which implies that “the existence of such a stereotype means that anything one does or any of one's features that conform to it make the stereotype more plausible as a self-characterization in the eyes of others, and perhaps even in one's own eyes” (Steele 797).

Stereotype threat inclusion/omission: whether including or omitting information that could potentially indicate gender bias would affect performance.

The force of societal stereotypes is a large part of this gap. Instead of joining STEM careers, the most common careers among women are secretaries, nurses, and elementary and middle school teachers (Mandell). This truly illustrates that when well-rounded, talented women have the choice, they are inclined to delve into the field in which society expects them to belong. In this way, the stereotype of women not being involved in STEM is forcing less women to be involved in these fields. The deficiency of women in technical fields, despite their well-roundedness and ability, can be directly related to unyielding cultural stereotypes that stigmatize women in supposedly masculine fields.

The idea of not performing adequately on a task is something that many people can relate too. This uncomfortable feeling can be experienced throughout many different situations. Previous research suggests that stereotypes on how people are perceived to act or perform can hinder their thought processes and impact their overall performance. This is referred to as stereotype threat. Individuals undergo stereotype threat when they feel pressure to conform to the stereotype that is present. Stereotype Threat is not limited to any category or situation, but has been found to be more prominent in certain areas. This paper will focus on stereotype threat effects in math performance between genders, race/ethnicity and age.

There are three major perspectives on stereotypes: Psychodynamic perspective, sociocultural perspectives and Cognitive perspectives. Psychodynamic perspective argues that stereotypes serve intra-psychic needs - protect self against anxiety (ego defense mechanisms); self-esteem benefits to viewing outgroup negatively. If stereotypes are to change, alternatives must be supplied for protecting against anxiety. Sociocultural argues that stereotypes are made by society and that for stereotypes to change new stereotypes need to be made. Cognitive Perspectives suggest that categorization is fundamental - simplifies, organizes, allows predictability. Stereotypes guide information processing to produce a bias that maintains the status quo. Attend to, notice stereotype-consistent information, make stereotype-consistent inferences, and recall stereotype-consistent information better, and so on.

Research in psychology has revealed that stereotypes, when factual, are an aid to information processing and facilitate accurate judgment and smooth social interaction (1). However, such research has also revealed that, unbeknownst to the perceiver, when the stereotype is invoked it also typically triggers inaccurate beliefs about the social group that ascribes predominantly negative qualities to the group and its members (2).

Steele addresses that “identity threat made people anxious and that it was the anxiety it caused that directly impaired performance” (116). This means that anxiety is one of the reasons that causes people underperform. People feel nervous under the fear of confirming negative stereotype, and that anxiety makes people make mistake and the negative stereotype become self-fulfilling. For example, because I am afraid if I said something wrong while talking to my male colleagues, it makes me looks unprofessional, and I feel nervous while I am talking. It is that anxiety of making mistake in front of my male colleagues impaired my performance. This proves what Steele says about how our stereotype threat cause people feel anxious and that anxiety can further affect people’s performance, which makes negative stereotype

This is a paper on stereotypes and stereotype threats.Stereotypes are made about everyone and everything. In Inzlicht and King's (2010)research there is a thing called stereotype threat. Stereotype threat is basically a person fearing they will be judged on their stereotype no matter who they ar(Inzlicht,King,2010). A stereotype is a preconceived notion made about a race,gender,or culture. People unconsciously feed into their stereotype negativity, this is known as stereotype threat. This paper is about stereotype threats and how people feed into them.

Studies show that in two meta-analyses involving nearly 19,000 students, Walton and Spencer found that when schools and colleges go out of their way to ameliorate stereotype threats, the performance of women and minorities soar. This is just one piece of evidence out of many, proving stereotypes do have an impact on people and usually, not for the better. Stereotyping can have a major affect on people's performance to achieve goals that they have by being dragged down by getting stereotyped daily,weekly or even monthly no matter the amount it still affects people. Notably, stereotyping is a negative trait that we all somehow learned and it's time to put a stop to this bad habit to prevent future stereotyping.

When social psychologist Claude Steele began writing about the problem of stereotype threats in the 1990s, many other researchers began to do the same thing. Steele offered that when members of certain groups can be stereotyped in a negative way, they will be seen “through the lens of diminishing stereotypes and low expectations” (1999, p.44). According to Kassin, Fein, and Markus, stereotype threat is defined as “The experience of concern about being evaluated based on negative stereotypes about one’s group.” Steele concluded that stereotype threat can be achieved in two ways: reactions to “threat in the

Although prejudice and stereotype seem similar, they actually have two different meanings. While stereotyping involves the generalization of a group of people, prejudice involves negative feelings when “they” are in the presence of or even think about members of the group. “Prejudice comes from direct intergroup conflict, social learning, social categorization and other cognitive sources” (Ferguson). Not all stereotypes are negative; there are also positive and neutral stereotypes. Some stereotypes do not slander a race, culture, gender, or religion, but nonetheless generalize a group of people that may or may not be true. For example, some people say that all Asians are smart or good at math. Though people of Asian descent may often be more studious, not all Asians do equally well in school (Floyd, 62). Another common example of a positive stereotype is that all black people are good athletes, dancers, and singers. Though these are positive stereotypes, when people believe them, they don’t take into account that every person is an individual and different. A neutral stereotype

During Claude Steele’s experiment, I was shocked to hear that just by telling the female students that they can perform better than the men on the test, they actually did. Personally, I thought it might have taken a longer while to adjust to the circumstances presented to these women because I know I naturally do not positively react that fast to a situation. What did not surprise me was how stereotype threats affected people in such an unfortunate way. I am used to seeing people be really scared to function in several occasions because they know that others are judging them based on society’s

The first effect of stereotyping is a phenomenon known as “stereotype threat” that occurs in a situation where a person is in fear of unintentionally confirming a negative stereotype. Several studies have been conducted to discover the effects of stereotype threats. For example, I discovered that Toni Schmader, an assistant professor of the UA psychology department, and Michael Johns, a UA graduate (ethos), conducted studies that showed, “college women score lower on tests of mathematical ability, and Hispanic students might score lower on tests of intelligence, not because they have less ability, but because reminders of negative stereotypes temporarily decrease their ‘working memory capacity’ (UA News Services, “Exploring the Negative Consequences of Stereotyping”, UANews.Arizona.edu).” This demonstrates that the students did not do worse on the test due to their lack of skills, but rather due to negative stereotypes. In a similar study by professors Claude Steele and Joshua Aronson, African American and White college students took the same intelligence test under two conditions. In the stereotype threat condition the students were told the test would evaluate their intelligence, and in the