Inzlicht M, Ben-Zeev T
Brown University, Department of Psychology, Box 1853, Providence, RI 02912, USA.
Psychol Sci. 2000 Sep;11(5):365-71. doi: 10.1111/1467-9280.00272.
Does placing females in environments in which they have contact with males cause deficits in their problem-solving performance? Is a situational cue, such as gender composition, sufficient for creating a threatening intellectual environment for females--an environment that elicits performance-impinging stereotypes? Two studies explored these questions. Participants completed a difficult math or verbal test in 3-person groups, each of which included 2 additional people of the same sex as the participant (same-sex condition) or of the opposite sex (minority condition). Female participants in the minority condition experienced performance deficits in the math test only, whereas males performed equally well on the math test in the two conditions. Further investigation showed that females' deficits were proportional to the number of males in their group. Even females who were placed in a mixed-sex majority condition (2 females and 1 male) experienced moderate but significant deficits. Findings are discussed in relation to theories of distinctiveness, stereotype threat, and tokenism.
将女性置于与男性接触的环境中会导致她们解决问题的能力下降吗？诸如性别构成这样的情境线索是否足以给女性营造一个具有威胁性的智力环境——一个引发影响表现的刻板印象的环境？两项研究探讨了这些问题。参与者在三人小组中完成一项难度较大的数学或语言测试，每个小组另外两名成员与参与者性别相同（同性条件）或相反（少数群体条件）。处于少数群体条件下的女性参与者仅在数学测试中表现出能力下降，而男性在两种条件下的数学测试中表现相当。进一步调查表明，女性的能力下降与小组中男性的数量成正比。即使是处于混合性别多数群体条件下（两名女性和一名男性）的女性也经历了适度但显著的能力下降。研究结果结合独特性、刻板印象威胁和象征主义理论进行了讨论。
