1 University at Buffalo, The State University of New York, NY, USA.
2 MediaScience.
Pers Soc Psychol Bull. 2018 Mar;44(3):359-383. doi: 10.1177/0146167217741312. Epub 2017 Nov 20.
People often search for cues in the environment to determine whether or not they will be judged or treated negatively based on their social identities. Accordingly, feedback from gatekeepers-members of majority groups who hold authority and power in a field-may be an especially important cue for those at risk of experiencing social identity threat, such as women in math settings. Across a series of studies, women who received positive ("Good job!") versus objective (score only) feedback from a male (vs. female) authority figure in math reported greater confidence; belonging; self-efficacy; more favorable Science, Technology, Engineering, and Mathematics (STEM) attitudes/identification/interest; and greater implicit identification with math. Men were affected only by the type of math feedback they received, not by the source of feedback. A meta-analysis across studies confirmed results. Together, these findings suggest that positive feedback from gatekeepers is an important situational cue that can improve the outcomes of negatively stereotyped groups.
人们经常在环境中寻找线索，以确定他们是否会因其社会身份而受到负面评价或对待。因此，来自权威人士（即群体中的多数派成员，他们在某个领域拥有权力和权威）的反馈可能是那些面临社会认同威胁的人的一个特别重要的线索，例如在数学环境中的女性。在一系列研究中，从数学领域的男性（而非女性）权威人士那里收到积极的（“干得好！”）反馈与收到客观的（仅评分）反馈的女性相比，前者报告称自己更有信心、归属感、自我效能感；对科学、技术、工程和数学（STEM）的态度/认同/兴趣更积极；对数学的隐性认同也更强。而男性只受到他们所收到的数学反馈类型的影响，而不受反馈来源的影响。对研究的元分析证实了这些结果。总的来说，这些发现表明，来自权威人士的积极反馈是一个重要的情境线索，可以改善负面刻板印象群体的结果。
