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These studies focused on whether the subtlety of
stereotype activation influences how individuals are
affected by positive stereotypes. In Experiment 1,
Asian-American students completed a survey about their
entertainment preferences (control), one focusing on
their ethnic identity without invoking stereotypes
(subtle activation), or a questionnaire that asked about
their beliefs regarding the commonality and validity of
stereotypes associated with Asian-Americans (blatant
activation). Performance on a subsequent math task was
better in the subtle activation compared with the
control and blatant stereotype conditions. Although one
might expect better performance when a positive
stereotype is invoking, these results suggest that
blatant instantiation might increase pressures and
thoughts related to meeting positive expectations that
interfere with effective performance. In Experiment 2,
Asian-American and non-Asian students were exposed
either to Asian stereotypes or control words on a
computer that were presented either subliminally
(without conscious awareness) or supraliminally (with
awareness). Asian-American students performed better on
a subsequent math test if they had been exposed
subliminally to stereotypes rather than to control
words. However, their performance was harmed compared
with the control condition if the stereotypic words were
consciously detected. For non-Asians, their performance
was improved compared with the control condition if the
stereotypic words were presented supraliminally but not
if presented subliminally. These findings suggest that
group membership and the manner of stereotype activation
interact to affect performance. Whereas group members
for whom the stereotype is relevant exhibited
assimilation to the stereotype when it was activation in
a subtle fashion but contrast away from the stereotype
when it was activated blatantly, groups for whom the
stereotype was irrelevant showed only assimilation under
blatant activation.
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