Długofalowe skutki zagrożenia stereotypem. Moderacyjna rola identyfikacji z własną grupą i dziedziną

Sylwia Bedyńska

Abstract

Although stereotype threat has been examined in experimental social psychology for over 30 years, a long-term consequences of this phenomenon in applied contexts remained mostly unexplored. The purpose of this article was to document a long-term consequences of the stereotype threat experience, such as lower school grades at mathematics and higher level of mathematical learned helplessness in female high-school pupils sample. Additionally, on the basis of stereotype threat literature, two important moderators were introduced: group and domain identification. Statistical analysis showed that stereotype threat was positively related with learned helplessness at mathematics and negatively with mathematical grades. The following relations appeared to be statistically significant only in the sample of girls who were moderately or highly identified with the domain in which threat was experienced and weakly identified with their own gender group. The results extend our understanding of the long-term consequences of stereotype threat experience in the school context and propose the new insight in the mechanism of stereotype threat phenomenon by suggesting the importance of the cognitive control as a potential mediator.