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ERIC Number: ED523129
Record Type: Non-Journal
Publication Date: 2010
Pages: 72
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1243-8308-8
ISSN: N/A
Mediators of Stereotype Threat Induced by Diagnostic Testing by Stereotype Relevant Out-Group Evaluators: The Roles of Evaluator's Racial Fairness and Support on Performance Outcome
Wilburn, Grady Akile
ProQuest LLC, Ph.D. Dissertation, Howard University
There is an abundance of research that examines the social-psychological phenomenon called stereotype threat. There is not, however, a conclusive understanding of the processes and mechanisms that operate within stereotype threat that produce reduced performance in a negative stereotype relevant area. This dissertation proposes that there are certain attitudes and traits that individuals express that could contribute to the occurrence of stereotype threat. Scrutinizing previous research, a questionnaire was developed measuring variables that might be expected to mediate the relationship between the experimental conditions (e.g., diagnosticity) and performance on a measure of intellectual ability, an area in which Black students are negatively stereotyped. If those measures: participant effort, perceived experimenter support for their racial group, perceived experimenter sincerity and knowledge toward racial issues, and perception of the SAT fairness mediate this relationship, that would provide a critical insight into understanding how stereotype threat operates. This dissertation also explored traits inherent in subjects that could moderate the relationship between the experimental conditions and performance on an intellectual measure. Of particular interest are how the subjects approach standardized tests (to solve or merely complete the tasks) and whether they felt such test are unfair/tricky. This study included 174 Black undergraduates at a Mid-Atlantic university. The performance measure was the total score on 28 difficult questions selected from the verbal section of the Scholastic Aptitude Test (SAT). Students were randomly assigned to either the White or Black experimenter condition and randomly placed in either the diagnostic or non-diagnostic condition. The results showed that Black participants in the White experimenter, diagnostic condition scored significantly lower than participants in the White experimenter, non-diagnostic condition and lower than participants in the Black experimenter, diagnostic condition; typical stereotype threat results. There was no diagnosticity difference in the Black experimenter condition. The results also show that none of the subscales from the questionnaire significantly mediated the relationship between the significant experimental comparisons and the performance measure. However, our moderators that measured how seriously subjects approached the test and whether they viewed standardized tests as unfair/tricky were significant, suggesting additional importance of task motivation and task fairness in producing stereotype threat. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)