French-Arab students and verbal intellectual performance: Do they really suffer from a negative intellectual stereotype? European Journal of Psychology of Education, XXIV

This article investigated the impact of negative stereotypes on the intellectual performance of French-Arab college students. Study 1 involved French undergraduate psychology students (N = 49) who completed an Implicit Association Test (IAT; Greenwald, McGhee, & Schwartz, 1998) measuring the association between French vs. French-Arabs and intelligence. Participants more strongly associated French names with intelligence than Arab names. Study 2 involved French psychology undergraduate students (N = 100, 50 French, 50 French-Arab) who were given difficult verbal problems described either as a measure of intellectual ability (stereotype threat for French-Arabs) or memory (control condition). French-Arab students scored lower in the stereotype threat than in the control condition, but French students did not. Scores of French and French-Arab students were statistically equivalent in the control condition but French-Arab students scores were lower than French students in the stereotype threat condition. These studies demonstrate the harm caused by stereotypes of low intelligence for French-Arabs in French culture.

Chateigner, C., Dutrevis, M., Nugier, A., & Chekroun, P. (2009). French-Arab students and verbal intellectual performance: Do they really suffer from a negative intellectual stereotype? European Journal of Psychology of Education, XXIV(2), 219-234.

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