Aronson & Inzlicht, 2004
These experiments examined self-assessments of ability
and performance among Blacks who expected to be judged in
terms of racial stereotypes. In Experiment 1, Black and
White undergraduates were asked to complete items from
the verbal section of the GRE exam and to indicate the
likelihood that each response was correct. Blacks
who indicated that they often expect to be judged in
stereotypical terms performed more poorly but were more
likely to indicate that their responses were correct
than those who did not expect to be stereotyped. Blacks who did not expect to be judged in terms of
stereotypes performed as well and were as accurate in
their performance judgments as were White participants. In Experiment 2, Blacks and Whites regularly reported on
their academic self-efficacy, athletic self-efficacy,
and self-esteem over an 8-day period. Blacks who
expected to be stereotyped showed higher variability in
their reported academic efficacy over time, but showed
no difference in the other domains. These results
show that expectations of prejudice can affect accuracy
of judgments about one's performance and
academic efficacy. Inaccurate self-views and unstable
efficacy can increase vulnerability to
difficulty or negative feedback in academic contexts.
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