Abstract

Abstract:

Using a 2 × 2 factorial design, we examined the effects of stereotype threat and autonomy support on the test performance of 190 African American college students. Participants completed a set of 7 easy and 7 difficult problems from Raven’s Progressive Matrices and a survey including measures of Academic Self-Concept, Learning Climate, and Perceptions of Stereotype Threat. ANOVA results revealed that among African American men, those who had a stronger academic identification performed worse than those with a weaker identification; however, the reverse was true among African American women, as those who had stronger academic identification performed better than those with a weaker identification. Finally, both stereotype threat and autonomy support improved test performance for all participants (on easy items), except when women received both conditions. Our results indicate that the deleterious effect of stereotype threat is not consistent, and that performance may be boosted by providing greater autonomy support and strengthening academic identification (especially for female African American students).

pdf

Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 667-679
Launched on MUSE
2016-09-07
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.