Cullen Michael J, Hardison Chaitra M, Sackett Paul R
Department of Psychology, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA.
J Appl Psychol. 2004 Apr;89(2):220-30. doi: 10.1037/0021-9010.89.2.220.
To examine the generalizability of stereotype threat theory findings from laboratory to applied settings, the authors developed models of the pattern of relationships between cognitive test scores and outcome criteria that would be expected if the test scores of women and minority group members were affected by stereotype threat. Two large data sets were used to test these models, one in an education setting examining SAT-grade relationships by race and gender and the other in a military job setting examining Armed Services Vocational Aptitude Battery-job performance relationships by race. Findings were not supportive of the predictions arising from stereotype threat theory, suggesting caution in positing threat as a key determinant of subgroup mean test score differences in applied settings.
为了检验刻板印象威胁理论的研究结果从实验室到应用场景的可推广性，作者构建了认知测试分数与结果标准之间关系模式的模型。如果女性和少数群体成员的测试分数受到刻板印象威胁的影响，那么这些模型可以用来预测这种关系。作者使用了两个大型数据集来检验这些模型，一个是在教育场景中，按种族和性别研究学术能力评估测试（SAT）分数与成绩之间的关系；另一个是在军事工作场景中，按种族研究武装部队职业能力倾向测验分数与工作表现之间的关系。研究结果并不支持刻板印象威胁理论所产生的预测，这表明在将威胁假定为应用场景中不同亚组平均测试分数差异的关键决定因素时应谨慎。
