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ERIC Number: EJ843193
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0256-2928
French-Arab Students and Verbal Intellectual Performance: Do They Really Suffer from a Negative Intellectual Stereotype?
Chateignier, Cindy; Dutrevis, Marion; Nugier, Armelle; Chekroun, Peggy
European Journal of Psychology of Education, v24 n2 p219-234 2009
Stigmatized group membership leads to deleterious consequences for individuals. More specifically, according to stereotype threat literature, the awareness of negative intellectual stereotypes can impair stereotyped group members' performance. Based on this framework, two studies were designed to explain the lower grades obtained by French-Arab students, compared to French students. An Implicit Association Test (Study 1) revealed that native French students automatically expressed a negative stereotype regarding French-Arab students' intellectual abilities. The second study (Study 2) examined whether this negative stereotype could alter French-Arab students' intellectual performance in a threatening context. As expected, French-Arab students underperformed when the verbal task was presented as a measure of intellectual ability, compared to French students. When the task was presented as non-diagnostic, their performance equaled that of French students. The discussion herein addressed implications of these results in terms of discrimination against the French-Arab population. (Contains 1 figure, 1 table and 7 notes.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France
Identifiers - Assessments and Surveys: Graduate Record Examinations