Multiple social identities and stereotype threat: imbalance, accessibility, and working memory.
In 4 experiments, the authors showed that concurrently making positive and negative self-relevant stereotypes available about performance in the same ability domain can eliminate stereotype threat effects. Replicating past work, the authors demonstrated that introducing negative stereotypes about women's math performance activated participants' female social identity and hurt their math performance (i.e., stereotype threat) by reducing working memory. Moving beyond past work, it was also demonstrated that concomitantly presenting a positive self-relevant stereotype (e.g., college students are good at math) increased the relative accessibility of females' college student identity and inhibited their gender identity, eliminating attendant working memory deficits and contingent math performance decrements. Furthermore, subtle manipulations in questions presented in the demographic section of a math test eliminated stereotype threat effects that result from women reporting their gender before completing the test. This work identifies the motivated processes through which people's social identities became active in situations in which self-relevant stereotypes about a stigmatized group membership and a nonstigmatized group membership were available. In addition, it demonstrates the downstream consequences of this pattern of activation on working memory and performance.
Rydell
Robert J
RJ
Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA. rjrydell@indiana.edu
McConnell
Allen R
AR
Beilock
Sian L
SL
D000339:Affect; D000818:Animals; D001076:Aptitude; D005783:Gender Identity; D006801:Humans; D008433:Mathematics; D008570:Memory, Short-Term; D011340:Problem Solving; D012649:Self Concept; D012933:Social Identification; D012938:Social Perception; D013240:Stereotyping; D013334:Students / Q000523:psychology; D014930:Women / Q000523:psychology