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Analyses of
two large data sets collected in real-world settings
were used to test predictions derived from theorizing on
stereotype threat. Specifically, the notions that
stereotype threat should emerge only among those highly
identified with a domain and only with tests that push
the limits of individuals’ abilities was used to develop
hypothesized models of the relation between testing and
performance on a criterion. Both assumptions suggest
that the test-performance relationship should be
nonlinear for members of minority groups and that
prediction of performance for minorities should be
poorest at the highest levels of test performance. These
assumptions were tested using the SAT to predict
academic performance (focusing on women and Blacks in
math) and with data from the Armed Services Vocational
Aptitude Battery (ASVAB) to predict military job
performance (focusing on Blacks in technical
proficiency). Results using SAT data showed no evidence
of nonlinear relationships, and equivalent effects for
women, men, and blacks. Analyses of the ASVAB
revealed a linear test-criterion relationship throughout
range of scores one one test and a stronger
test-performance relationship for soldiers in the top
half of the test score distribution on a second test,
regardless of race. The authors speculate that the
failure to obtain effects inferred from stereotype
threat theory might reflect either the need for explicit
highlighting of minority status or gender prior to
testing to produce stereotype threat effects or the fact
that stereotype threat can be overcome by
increased effort and motivation.
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