Galdi Silvia, Cadinu Mara, Tomasetto Carlo
University of Padova.
Child Dev. 2014 Jan-Feb;85(1):250-63. doi: 10.1111/cdev.12128. Epub 2013 May 28.
Although stereotype awareness is a prerequisite for stereotype threat effects (Steele & Aronson, 1995), research showed girls' deficit under stereotype threat before the emergence of math-gender stereotype awareness, and in the absence of stereotype endorsement. In a study including 240 six-year-old children, this paradox was addressed by testing whether automatic associations trigger stereotype threat in young girls. Whereas no indicators were found that children endorsed the math-gender stereotype, girls, but not boys, showed automatic associations consistent with the stereotype. Moreover, results showed that girls' automatic associations varied as a function of a manipulation regarding the stereotype content. Importantly, girls' math performance decreased in a stereotype-consistent, relative to a stereotype-inconsistent, condition and automatic associations mediated the relation between stereotype threat and performance.
尽管刻板印象意识是刻板印象威胁效应的一个前提条件（斯蒂尔和阿伦森，1995年），但研究表明，在数学性别刻板印象意识出现之前，以及在没有刻板印象认可的情况下，女孩在刻板印象威胁下存在不足。在一项包含240名六岁儿童的研究中，通过测试自动联想是否会在年轻女孩中引发刻板印象威胁，解决了这一矛盾。虽然没有发现儿童认可数学性别刻板印象的指标，但女孩（而非男孩）表现出了与刻板印象一致的自动联想。此外，结果表明，女孩的自动联想因刻板印象内容的操纵而有所不同。重要的是，与刻板印象不一致的情况相比，在刻板印象一致的情况下，女孩的数学成绩下降，并且自动联想介导了刻板印象威胁与成绩之间的关系。
