Steele C M
Department of Psychology, Stanford University, CA 94305, USA.
Am Psychol. 1997 Jun;52(6):613-29. doi: 10.1037//0003-066x.52.6.613.
A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
一种领域认同的一般理论被用于描述在高等定量领域的女性以及在校的非裔美国人仍然面临的成就障碍。该理论假定，持续的学业成功需要对学校及其子领域的认同；社会对这些群体的压力（例如经济劣势、性别角色）会阻碍这种认同；并且在这些群体被负面刻板印象化的学校领域中，那些已经认同该领域的人会面临刻板印象威胁这一进一步的障碍，即担心他人的评判或自己的行为会在该领域对他们产生负面刻板印象。研究表明，这种威胁会显著降低处于其群体学术前沿的女性和非裔美国人的标准化考试成绩（为标准化考试成绩中的群体差异提供了一种新解释），会导致对学校的认同缺失，而且减少这种威胁的做法可以减少这些负面影响。
