Choking under pressure: When an additional positive stereotype affects performance for domain identified male mathematics students

• Harriet E.S. Rosenthal ^[1] ; Richard J. Crisp ^[2]
  1. [1] Durham University

     Durham University

     Reino Unido

     
  2. [2] University of Kent

     University of Kent

     City of Canterbury, Reino Unido

     
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 22, Nº 3, 2007, págs. 317-326
• Idioma: inglés
• DOI: 10.1007/BF03173429
• Texto completo no disponible (Saber más ...)
• Resumen
  • English

    This research aimed to establish if the presentation of two positive stereotypes would result in choking under pressure for identified male mathematics students. Seventy-five 16 year old men, who had just commenced their AS-level study, were either made aware of their gender group membership (single positive stereotype) their school group membership (single positive stereotype) or both group memberships (dual stereotype) before being given a maths test. Analysis revealed that male students who studied maths (identified) underperformed in the dual stereotype condition, compared to both single stereotyped conditions, in line with the choking under pressure hypothesis. In comparison, no such effect was found for male nonmaths students (disidentified), suggesting that choking under pressurè only occurs for individuals for whom the group membership is important to their self-perception.

  • français

    L’objectif de cette recherche était de tester l’hypothèse selon laquelle la présentation de deux stéréotypes positifs devrait générer une pression délétère (“choking under pressure”) sur des garçons fortement identifiés aux mathématiques. Soixante quinze garçons de 16 ans, ayant juste commencé leurs études de lycée, étaient amenées à prendre conscience de leur appartenance de genre (un seul stéréotype po positif), de leur appartenance à leur lycée (in seul stéréotype positif). ou des deux simultanément (deux stéréotypes positifs), avant de compléter un test de mathématiques Les résultats indiquent que les garçons qui étudient les mathématiques au lycée (forte identification) obtiennent des performances inférieures dans la condition de présentation des deux stéréotypes positifs par rapport aux deux conditions de stéréotype simple, en accord avec l’hypothèse d’une pression délétère. Ces effets ne se retrouvent pas pour les garçons qui n’ étudient pas les mathématiques au lycée (faible identification), ce qui suggère que l’impact délétère de la pression se manifeste seulement chez les individus pour qui l’appartenance au groupe revêt une forte importance pour leur perception de soi.

• Referencias bibliográficas
  • Baumeister, R.F. (1984). Choking under pressure: Self-consciousness and paradoxical effects of incentives on skilful performance.Journal of...
  • Bosson, J.K., Haymovitz, E.L., & Pinel, E.C. (2004). When saying and doing diverge: The effects of stereotype threat on self-reported...
  • Brown, R.P., & Josephs, R.A. (1999). A burden of proof: Stereotype relevance, and gender differences in math performance.Journal of Personality...
  • Cheryan, S., & Bodenhausen, G.V. (2000). When positive stereotypes threaten intellectual performance: The psychological hazards of “model...
  • Croizet, J.-C., Després, G., Gauzins, M.-E., Huguet, P., Leyens, J.-P., & Méot, A. (2004). Stereotype threat undermines intellectual performance...
  • Gonzales, P.M., Blanton, H., & Williams, K.J. (2002). The effects of stereotype threat and double-minority status on the test performance...
  • Rosenthal, H.E.S., & Crisp, R.J. (2006). Reducing stereotype threat by blurring intergroup boundaries.Personality and Social Psychology...
  • Rosenthal, H.E.S., Crisp, R.J., & Suen, M.-W. (2007). Improving performance expectancies in stereotypic domains: Task relevance and the...
  • Shih, M., Pittinsky, T.L., & Ambady, N. (1999). Stereotype susceptibility: Identity salience and shifts in quantitative performance.Psychological...
  • Shih, M., Ambady, N., Richeson, J.A., Fujita, K., & Gray, H.M. (2002) Stereotype performance boosts: The impact of self-relevance and...
  • Smith, J.L., & Johnson, C.S. (2006). A stereotype boost or choking, under pressure? Positive gender stereotypes and men who are low in...
  • Spencer, S.J., Steele, C.M., & Quinn, D.M. (1999). Stereotype threat and women’s math performance.Journal of Experimental Social Psychology,...
  • Steele, C.M. (1997). A threat in the air: How stereotypes shape intelelctual identity and performance.American Psychologist, 52, 613–629.
  • Steele, C.M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans.Journal of Personality...
  • The Guardian’s top schools and colleges. (2005, August 19).The Guardian, p.6.
  • The Guardian’s top schools. (2005, August 26).The Guardian, p. 9.
  • The Office, for Standards in Education (England). (2001). Inspection report: Alsager school (Reference No. 111404).
  • Walton, G.M., & Cohen, G.L. (2003). Stereotype lift.Journal of Experimental Social Psychology, 39, 456–467.