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Stereotype Threat

Theory, Process, and Application

Michael Inzlicht and Toni Schmader

This is the first edited volume on stereotype threat, despite the widespread discussion of the topic in the mass media
Includes a chapter written by Paul Sackett, a critic of stereotype threat theory, and acknowledges the controversial nature of the topic
Chapters include policy boxes that offer advice to policy makers and apply the research discussed in the book to real world policy issues
Includes a closing essay by the originator of stereotype threat theory, Claude M. Steele

Stereotype Threat

Theory, Process, and Application

Michael Inzlicht and Toni Schmader

Description

The 21st century has brought with it unparalleled levels of diversity in the classroom and the workforce. It is now common to see in elementary school, high school, and university classrooms, not to mention boardrooms and factory floors, a mixture of ethnicities, races, genders, and religious affiliations. But these changes in academic and economic opportunities have not directly translated into an elimination of group disparities in academic performance, career opportunities, and levels of advancement. Standard explanations for these disparities, which are vehemently debated in the scientific community and popular press, range from the view that women and minorities are genetically endowed with inferior abilities to the view that members of these demographic groups are products of environments that frustrate the development of the skills needed for success. Although these explanations differ along a continuum of nature vs. nurture, they share in common a presumption that a large chunk of our population lacks the potential to achieve academic and career success.

In contrast to intractable factors like biology or upbringing, the research summarized in this book suggests that factors in one's immediate situation play a critical yet underappreciated role in temporarily suppressing the intellectual performance of women and minorities, creating an illusion of group differences in ability. Research conducted over the course of the last fifteen years suggests the mere existence of cultural stereotypes that assert the intellectual inferiority of these groups creates a threatening intellectual environment for stigmatized individuals - a climate where anything they say or do is interpreted through the lens of low expectations. This stereotype threat can ultimately interfere with intellectual functioning and academic engagement, setting the stage for later differences in educational attainment, career choice, and job advancement.

Stereotype Threat

Theory, Process, and Application

Michael Inzlicht and Toni Schmader

Chapter 1 - Introduction
Michael Inzlicht and Toni Schmader

Chapter 2 - The Role of Situational Cues in Signaling and Maintaining Stereotype Threat
Mary C. Murphy and Valerie Jones Taylor

Chapter 3 - An Integration of Processes that Underlie Stereotype Threat
Toni Schmader and Sian Beilock

Chapter 4 - Embodied Stereotype Threat: Exploring brain and body mechanisms underlying performance impairments
Wendy Berry Mendes and Jeremy Jamieson

Chapter 5 - Types of threats: From stereotype threat to stereotype threats
Jenessa R. Shapiro

Chapter 6 - Do I Belong? How Negative Intellectual Stereotypes Undermine People's Sense of Social Belonging in School and How to Fix It
Gregory M. Walton and Priyanka B. Carr

Chapter 7 - Stereotype Threat Spillover: The short-term and long-term effects of coping with threats to social identity
Michael Inzlicht, Alexa M. Tullett, and Jennifer N. Gutsell

Chapter 8 - Differentiating Theories: A comparison of stereotype threat and stereotype priming effects
David M. Marx and Diederik A. Stapel

Chapter 9 - Stereotype Boost: Positive Outcomes from the Activation of Positive Stereotypes
Margaret J. Shih, Todd L. Pittinsky, and Geoffrey C. Ho

Chapter 10 - Threatening Gender and Race: Different manifestations of stereotype threat
Christine Logel, Jennifer Peach, and Steven J. Spencer

Chapter 11 - Stereotype Threat in Organizations: An examination of its scope, triggers, and possible interventions
Laura J. Kray and Aiwa Shirako

Chapter 12 - Social Class and Test Performance: From stereotype threat to symbolic violence
Jean-Claude Croizet and Mathias Millet

Chapter 13 - Aging and Stereotype Threat: Development, process, and interventions
Alison L. Chasteen, Sonia K. Kang, and Jessica D. Remedios

Chapter 14 - The Impact of Stereotype Threat on Performance in Sports
Jeff Stone, Aina Chalabaev, and C. Keith Harrison

Chapter 15 - Stereotype Threat in Interracial Interactions
Jennifer A. Richeson and J. Nicole Shelton

Chapter 16 - Concerns About Generalizing Stereotype Threat Research Findings to Operational High Stakes Testing
Paul R. Sackett and Ann Marie Ryan

Chapter 17 - Stereotype Threat in the Real World
Joshua Aronson and Thomas Dee

Chapter 18 - An Identity Threat Perspective on Intervention
Geoffrey L. Cohen, Valerie Purdie-Vaughns, and Julio Garcia

Chapter 19 - Extending and Applying Stereotype Threat Research: A brief essay
Claude M. Steele

Stereotype Threat

Theory, Process, and Application

Michael Inzlicht and Toni Schmader

Author Information

Michael Inzlicht was born and raised in Montréal, Canada. He is proud to be the first in his extended family to obtain a college degree, a bachelor of science in Anatomical Sciences from McGill University. Michael credits McGill with shaping his current identity, values, and orientation. He received his MS and PhD from Brown University, and was a postdoctoral fellow at New York University. In 2004, he moved back to Canada and spent a short time at Wilfrid Laurier University, before taking his current position at the University of Toronto, where he studies prejudice, self-control, and religion, often using the modern tools of neuroscience.

Toni Schmader grew up in a small town in Western Pennsylvania. She first became interested in group differences in academic performance when she read Jonathon Kozol's books on social inequality in high school. She received her BA in Psychology from Washington and Jefferson College and her PhD in Social Psychology from the University of California, Santa Barbara. She served on the faculty at the University of Arizona for ten years and is currently the Canada Research Chair in Social Psychology at the University of British Columbia, where she continues to publish research aimed at understanding and mitigating social inequality.

Contributors:

Joshua Aronson
Department of Applied Psychology
Steinhardt School of Culture, Education, and Human Development
New York University

Sian Beilock
Department of Psychology
University of Chicago

Priyanka B. Carr
Department of Psychology
Stanford University

Aina Chalabaev
Department of Psychology
University of Nice-Sophia Antipolis

Alison L. Chasteen
Department of Psychology
University of Toronto

Geoffrey L. Cohen
School of Education
Department of Psychology
Stanford University

Jean-Claude Croizet
Department of Psychology
University of Poitiers

Thomas Dee
Batten School of Leadership and Public Policy
Department of Economics
University of Virginia

Julio Garcia
Department of Psychology and Neuroscience
University of Colorado at Boulder

Jennifer N. Gutsell
Department of Psychology
University of Toronto Scarborough

C. Keith Harrison
College of Business Administration
University of Central Florida

Geoffrey C. Ho
Anderson School of Management
University of California, Los Angeles

Michael Inzlicht
Department of Psychology
University of Toronto

Jeremy Jamieson
Department of Psychology
Harvard University

Sonia K. Kang
Department of Psychology
University of Toronto

Laura J. Kray
Haas School of Business
University of California, Berkeley

Christine Logel
Department of Psychology
Stanford University

David M. Marx
Department of Psychology
San Diego State University

Wendy Berry Mendes
Department of Psychology
Harvard University

Mathias Millet
Department of Psychology
University of Poitiers

Mary C. Murphy
Department of Psychology
University of Illinois at Chicago

Jennifer Peach
Department of Psychology
University of Waterloo

Todd L. Pittinsky
Department of Technology & Society
Stony Brook University

Valerie Purdie-Vaughns
Department of Psychology
Columbia University

Jessica D. Remedios
Department of Psychology
University of Toronto

Jennifer A. Richeson
Department of Psychology
Institute for Policy Research
Northwestern University

Ann Marie Ryan
Department of Psychology
Michigan State University

Paul R. Sackett
Department of Psychology
University of Minnesota

Toni Schmader
Department of Psychology
University of British Columbia

Jenessa R. Shapiro
Department of Psychology
University of California, Los Angeles

J. Nicole Shelton
Department of Psychology
Princeton University

Margaret J. Shih
Anderson School of Management
University of California, Los Angeles

Aiwa Shirako
Haas School of Business
University of California, Berkeley

Steven J. Spencer
Department of Psychology
University of Waterloo

Diederik A. Stapel
School of Social and Behavioural Sciences
Tilburg University

Claude M. Steele
Department of Psychology
Columbia University

Jeff Stone
Department of Psychology
University of Arizona

Valerie Jones Taylor
Department of Psychology
Princeton University

Alexa M. Tullett
Department of Psychology
University of Toronto Scarborough

Gregory M. Walton
Department of Psychology
Stanford University