Charlotte R. Pennington

Twenty Years of Stereotype Threat Research: A Review of Psychological Mediators.

This systematic literature review appraises critically the mediating variables of stereotype threat. A bibliographic search was conducted across electronic databases between 1995 and 2015. The search identified 45 experiments from 38 articles and 17 unique proposed mediators that were categorized into affective/subjective (n = 6), cognitive (n = 7) and motivational mechanisms (n = 4). Empirical support was accrued for mediators such as anxiety, negative thinking, and mind-wandering, which are suggested to co-opt working memory resources under stereotype threat. Other research points to the assertion that stereotype threatened individuals may be motivated to disconfirm negative stereotypes, which can have a paradoxical effect of hampering performance. However, stereotype threat appears to affect diverse social groups in different ways, with no one mediator providing unequivocal empirical support. Underpinned by the multi-threat framework, the discussion postulates that different forms of stereotype threat may be mediated by distinct mechanisms.

Creating a Critical Mass Eliminates the Effects of Stereotype Threat on Women's Mathematical Performance.

BACKGROUND Women in mathematical domains may become attuned to situational cues that signal a discredited social identity, contributing to their lower achievement and underrepresentation. AIM This study examined whether heightened in-group representation alleviates the effects of stereotype threat on womens mathematical performance. It further investigated whether single-sex testing environments and stereotype threat influenced participants to believe that their ability was fixed (fixed mindset) rather than a trait that could be developed (growth mindset). SAMPLE AND METHOD One hundred and forty-four female participants were assigned randomly to a self-as-target or group-as-target stereotype threat condition or to a control condition. They completed a modular arithmetic maths test and a mindset questionnaire either alone or in same-sex groups of 3-5 individuals. RESULTS Participants solved fewer mathematical problems under self-as-target and group-as-target stereotype threat when they were tested alone, but these performance deficits were eliminated when they were tested in single-sex groups. Participants reported a weaker growth mindset when they were tested under stereotype threat and in single-sex groups. Moreover, evidence of inconsistent mediation indicated that single-sex testing environments negatively predicted mindset but positively predicted mathematical performance. CONCLUSIONS These findings suggest that single-sex testing environments may represent a practical intervention to alleviate stereotype threat effects but may have a paradoxical effect on mindset.

Registered Replication Report on Mazar, Amir, and Ariely (2008)

The self-concept maintenance theory holds that many people will cheat in order to maximize self-profit, but only to the extent that they can do so while maintaining a positive self-concept. Mazar, Amir, and Ariely (2008, Experiment 1) gave participants an opportunity and incentive to cheat on a problem-solving task. Prior to that task, participants either recalled the Ten Commandments (a moral reminder) or recalled 10 books they had read in high school (a neutral task). Results were consistent with the self-concept maintenance theory. When given the opportunity to cheat, participants given the moral-reminder priming task reported solving 1.45 fewer matrices than did those given a neutral prime (Cohen’s d = 0.48); moral reminders reduced cheating. Mazar et al.’s article is among the most cited in deception research, but their Experiment 1 has not been replicated directly. This Registered Replication Report describes the aggregated result of 25 direct replications (total N = 5,786), all of which followed the same preregistered protocol. In the primary meta-analysis (19 replications, total n = 4,674), participants who were given an opportunity to cheat reported solving 0.11 more matrices if they were given a moral reminder than if they were given a neutral reminder (95% confidence interval = [−0.09, 0.31]). This small effect was numerically in the opposite direction of the effect observed in the original study (Cohen’s d = −0.04).

Transitioning in higher education: An exploration of psychological and contextual factors affecting student satisfaction

Abstract In view of recent changes in the higher education sector, such as increased tuition fees, a greater focus has been placed on widening participation initiatives and monitoring student satisfaction. The aims of the current study were twofold: (1) to explore whether pre-entry programmes foster successful transition to higher education, and (2) to examine longitudinally the factors associated with course satisfaction. Eighty-eight first-year psychology students completed a questionnaire measuring academic self-efficacy, social identity and student satisfaction at the start (Time 1, November 2015) and end (Time 2, March 2016) of the academic year. Findings indicated that students who participated in a pre-entry programme reported higher academic self-efficacy and satisfaction compared to typical route students. Moreover, academic self-efficacy predicted student satisfaction at the start of the academic year, whereas in-group affect (a facet of social identity) predicted this at the end of the academic year. The current findings indicate that pre-entry programmes may have a positive impact on students’ sense of academic self-efficacy. On a more general level, the findings also suggest that academic self-efficacy and social identity may be key indicators of student satisfaction. This highlights the complexities of the concept of ‘student satisfaction’, and demonstrates the utility of examining multiple factors relating to student satisfaction across different time points.

Registered Replication Report on Srull and Wyer (1979)

Srull and Wyer (1979) demonstrated that exposing participants to more hostility-related stimuli caused them subsequently to interpret ambiguous behaviors as more hostile. In their Experiment 1, participants descrambled sets of words to form sentences. In one condition, 80% of the descrambled sentences described hostile behaviors, and in another condition, 20% described hostile behaviors. Following the descrambling task, all participants read a vignette about a man named Donald who behaved in an ambiguously hostile manner and then rated him on a set of personality traits. Next, participants rated the hostility of various ambiguously hostile behaviors (all ratings on scales from 0 to 10). Participants who descrambled mostly hostile sentences rated Donald and the ambiguous behaviors as approximately 3 scale points more hostile than did those who descrambled mostly neutral sentences. This Registered Replication Report describes the results of 26 independent replications (N = 7,373 in the total sample; k = 22 labs and N = 5,610 in the primary analyses) of Srull and Wyer’s Experiment 1, each of which followed a preregistered and vetted protocol. A random-effects meta-analysis showed that the protagonist was seen as 0.08 scale points more hostile when participants were primed with 80% hostile sentences than when they were primed with 20% hostile sentences (95% confidence interval, CI = [0.004, 0.16]). The ambiguously hostile behaviors were seen as 0.08 points less hostile when participants were primed with 80% hostile sentences than when they were primed with 20% hostile sentences (95% CI = [−0.18, 0.01]). Although the confidence interval for one outcome excluded zero and the observed effect was in the predicted direction, these results suggest that the currently used methods do not produce an assimilative priming effect that is practically and routinely detectable.

The malleability of stigmatizing attitudes: Combining imagined social contact with implicit attitude feedback

ABSTRACT Research is reported that examines whether imagined social contact combined with implicit attitude feedback may be an effective intervention for inducing changes in attitudes toward mental ill health. The Implicit Relational Assessment Procedure (IRAP) captured participants’ implicit attitudes toward individuals with a mental illness and provided a measure of attitude bias. Forty-eight participants (17 male, 95.8% White British) were randomly assigned to one of four experimental conditions: (1) Imagined social contact with implicit attitude feedback, (2) imagined social contact without feedback, (3) control with feedback, and (4) control without feedback. This resulted in a data set detailing 12,288 implicit responses, with each participant completing 256 IRAP trials. Participants then completed an attitude change assessment 24 hours later. Results revealed that imagined social contact was successful in changing implicit attitudes, with the addition of implicit attitude feedback further strengthening participants’ positive attitudes toward mental ill health. Explicit attitudes remained unaffected. These findings are the first to highlight the practical importance of combining imagined social contact with implicit attitude feedback to improve attitudes toward out-groups who are stigmatized.

Controlling for prior attainment reduces the positive influence that single-gender classroom initiatives exert on high school students' scholastic achievements

Research points to the positive impact that gender-segregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single- or mixed-gender instructional settings, presenting a methodological confound. The current study controls for students’ prior attainment to appraise the efficacy of a single-gender classroom initiative implemented in a co-educational high school in the United Kingdom. Secondary data analysis (using archived data) was performed on 266 middle-ability, 11–12 year-old students’ standardized test scores in Languages (English, foreign language), STEM-related (Mathematics, Science, Information and Communication Technology), and Non-STEM subjects (art, music, drama). Ninety-eight students (54, 55% female) were taught in single-gender and 168 (69, 41% female) in mixed-gender classrooms. Students undertook identical tests irrespective of classroom type, which were graded in accordance with U.K national curriculum guidelines. Controlling for students’ prior attainment, findings indicate that students do not appear to benefit from being taught in single-gender relative to mixed-gender classrooms in Language and STEM-related subjects. Young women benefitted from being taught in mixed-gender relative to single-gender classes for Non-STEM subjects. However, when prior ability is not controlled for, the intervention appears to be effective for all school subjects, highlighting the confounding influence of selective admissions. These findings suggest that gender-segregated classroom initiatives may not bolster students’ grades. It is argued that studies that do not control for selection effects may tell us little about the effectiveness of such interventions on scholastic achievement.

Applying the multi-threat framework of stereotype threat in the context of digital gaming

Females often report experiencing stigmatisation pertaining to their competency in digital gaming communities. Employing the principles of the multi-threat framework of stereotype threat, the current research examined the impact of gender-related stereotypes on females’ gaming performance and related self-perceptions. In Experiment 1, 90 females were assigned to one of three conditions in which they were primed that their performance would be either diagnostic of their personal (self-as-target) or gender group’s ability (group-as-target) or would be non-diagnostic of gaming ability (control). In Experiment 2, 90 females were primed that their performance would be judged by a group of other females (in-group source) or males (out-group source), or would be non-diagnostic of ability (control). Participants then completed a casual gaming task, as well as measures of competence beliefs, self-efficacy and self-esteem. Findings from Experiment 1 indicate that neither a self-as-target nor a group-as-target stereotype affected significantly gaming performance, or game-related self-efficacy, self-esteem and competency beliefs. Findings from Experiment 2 reveal further that females’ gaming performance and associated self-perceptions were not impacted significantly by an in-group or out-group source of stereotype threat. The discussion turns to potential explanations for these findings, proposing that females may not perceive negative gender-gaming stereotypes to be an accurate representation of their personal or social group’s gaming ability. We also discuss the implications of the experimental design and difficulty, as well as the potential for domain identification to moderate performance outcomes under stereotype threat.

Generalised inhibitory impairment to appetitive cues: From alcoholic to non-alcoholic visual stimuli

BACKGROUND Prior research demonstrates that individuals who consume alcohol show diminished inhibitory control towards alcohol-related cues. However, such research contrasts predominantly alcoholic appetitive cues with non-alcoholic, non-appetitive cues (e.g., stationary items). As such, it is not clear whether it is specifically the alcoholic nature of the cues that influences impairments in inhibitory control or whether more general appetitive processes are at play. AIMS The current study examined the hitherto untested assertion that the disinhibiting effects of alcohol-related stimuli might generalise to other appetitive liquid stimuli, but not to non-appetitive liquid stimuli. METHOD Fifty-nine participants (Mage=21.63, SD=5.85) completed a modified version of the Stop Signal Task, which exposed them to visual stimuli of three types of liquids: Alcoholic appetitive (e.g., wine), non-alcoholic appetitive (e.g., water) and non-appetitive (e.g., washing-up liquid). RESULTS Consistent with predictions, Stop-signal reaction time was significantly longer for appetitive (alcoholic, non-alcoholic) compared to non-appetitive stimuli. Participants were also faster and less error-prone when responding to appetitive relative to non-appetitive stimuli on go-trials. There were no apparent differences in stop signal reaction times between alcoholic and non-alcoholic appetitive products. CONCLUSIONS These findings suggest that decreases in inhibitory control in response to alcohol-related cues might generalise to other appetitive liquids, possibly due to evaluative conditioning. Implications for existing research methodologies include the use of appetitive control conditions and the diversification of cues within tests of alcohol-related inhibitory control.