Following the procedures of
Kellow and Jones (2005),
this experiment examined stereotype threat effects among
9th-grade African-American and White students who
participated in a group testing session on "mathematical
reasoning." Students completed the APR Spatial Ability
Test that had been described either as predictive of
performance on standardized tests in mathematics
(stereotype threat for Blacks) or where students had
been reassured that the test was unbiased and culturally
fair (no stereotype threat). In addition, students also
reported their expectations of success before taking the
test and the strength of both approach and avoidance
goals during test taking. Results showed that
African-American students had lower performance
expectations in the stereotype threat condition than in
the control condition, but goal strength did not vary
between conditions. Somewhat surprisingly, performance
was equivalent for African-Americans in the two
conditions. Performance of white students, however, was
superior in the stereotype threat condition, suggesting
stereotype lift in the presence of negative
stereotypes for outgroup members. These results show
that stereotype threat can reduce performance
expectations in a group under stereotype threat.
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