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Stereotype threat: The effects of g...

Anderson, Robin Dawn.

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Stereotype threat: The effects of gender identification on standardized test performance.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Stereotype threat: The effects of gender identification on standardized test performance./
作者:	Anderson, Robin Dawn.
面頁冊數:	101 p.
附註:	Chair: Donna L. Sundre.
Contained By:	Dissertation Abstracts International62-03B.
標題:	Psychology, Cognitive. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3007927
ISBN:	049317401X

Stereotype threat: The effects of gender identification on standardized test performance.
Anderson, Robin Dawn.

Stereotype threat: The effects of gender identification on standardized test performance. - 101 p.

Chair: Donna L. Sundre.

Thesis (Psy.D.)--James Madison University, 2001.

The purpose of this study was to examine whether one of the most common standardized testing procedures, the collection of demographic information prior to testing, facilitates performance decrements in subjects for whom a negative domain performance stereotype exists. The primary investigation involved examining whether the presence of a gender identification section on an optical readable form and the request that the gender section of the form be completed was a priming stimulus sufficient to trigger a stereotype threat effect. This study provided a real world adaptation of previous stereotype threat research. Results indicate that the inclusion of a gender identification item is not a sufficient priming stimulus to trigger stereotype threat patterns in low-stakes assessments. Results do indicate, however, that the removal of such an item may increase motivation and performance for both negatively and positively stereotyped groups.

ISBN: 049317401XSubjects--Topical Terms:

1017810
Psychology, Cognitive.

Stereotype threat: The effects of gender identification on standardized test performance.
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502 $a Thesis (Psy.D.)--James Madison University, 2001.
520 $a The purpose of this study was to examine whether one of the most common standardized testing procedures, the collection of demographic information prior to testing, facilitates performance decrements in subjects for whom a negative domain performance stereotype exists. The primary investigation involved examining whether the presence of a gender identification section on an optical readable form and the request that the gender section of the form be completed was a priming stimulus sufficient to trigger a stereotype threat effect. This study provided a real world adaptation of previous stereotype threat research. Results indicate that the inclusion of a gender identification item is not a sufficient priming stimulus to trigger stereotype threat patterns in low-stakes assessments. Results do indicate, however, that the removal of such an item may increase motivation and performance for both negatively and positively stereotyped groups.
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