Massey Douglas S, Owens Jayanti
Sociology and Public Affairs at Princeton University. ADDRESS: Office of Population Research, Wallace Hall, Princeton University, Princeton, NJ 08540 USA.
Sociology at Princeton University. ADDRESS: Office of Population Research, Wallace Hall, Princeton University, Princeton, NJ 08540 USA.
Ethn Racial Stud. 2014 Apr 1;37(3):557-575. doi: 10.1080/01419870.2013.786110.
We hypothesize that the manner in which stereotype threat affects college grade achievement is mediated by institutional context as well as individual characteristics. Drawing on a sample of black students from the National Longitudinal Survey of Freshmen we find weak and inconsistent evidence that institutional characteristics influence the operation of stereotype threat. We find more consistent evidence to indicate that the effect of stereotype threat is conditioned by individual factors such as skin color, multiracial origins, and an integrated upbringing. Most of the effect on grade achievement occurs through the internalization pathway, in which the internalization of negative stereotypes leads to disinvestment manifested by a reduction in academic effort. The reduction in work effort, in turn, lowers grades. We also find evidence that immigrant origin confers protection from the negative effects of stereotype threat through both internalization and externalization mechanisms, though the ultimate effect of grade achievement is rather small.
我们假设，刻板印象威胁影响大学成绩的方式是由制度背景以及个人特征介导的。基于全国新生纵向调查中的黑人学生样本，我们发现制度特征影响刻板印象威胁作用的证据微弱且不一致。我们发现了更一致的证据表明，刻板印象威胁的影响受肤色、多种族出身和综合成长经历等个人因素的制约。对成绩的影响大多通过内化途径产生，即负面刻板印象的内化导致学业投入减少，进而成绩下降。我们还发现，移民出身通过内化和外化机制使人免受刻板印象威胁的负面影响，不过对成绩的最终影响相当小。
