Hannah-Hanh D. Nguyen

Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence.

A meta-analysis of stereotype threat effects was conducted and an overall mean effect size of |.26| was found, but true moderator effects existed. A series of hierarchical moderator analyses evidenced differential effects of race- versus gender-based stereotypes. Women experienced smaller performance decrements than did minorities when tests were difficult: mean ds = |.36| and |.43|, respectively. For women, subtle threat-activating cues produced the largest effect, followed by blatant and moderately explicit cues: ds = |.24|, |.18|, and |.17|, respectively; explicit threat-removal strategies were more effective in reducing stereotype threat effects than subtle ones: ds = |.14| and |.33|, respectively. For minorities, moderately explicit stereotype threat-activating cues produced the largest effect, followed by blatant and subtle cues: ds = |.64|, |.41|, and |.22|, respectively; explicit removal strategies enhanced stereotype threat effects compared with subtle strategies: ds = |.80| and |.34|, respectively. In addition, stereotype threat affected moderately math-identified women more severely than highly math-identified women: ds = |.52| and |.29|, respectively; low math-identified women suffered the least from stereotype threat: d= |.11|. Theoretical and practical implications of these findings are discussed.

Relating Test-Taking Attitudes and Skills and Stereotype Threat Effects to the Racial Gap in Cognitive Ability Test Performance

This research extended past studies on race effects and stereotype threat (ST) effects outside the academic domain, as well as exploring the mediating role of test-related cognition, motivation, and emotionality in the Black-White cognitive ability test performance differences. One hundred seventy-two undergraduates took a simulated personnel selection test and responded to measures of attitudinal and test-taking skills prior to and after the test. Half of the participants were told that the test provided the hypothetical employer diagnostic information about their reasoning abilities and limitations; they were also asked to report their racial status prior to taking the test. Significant race differences favoring Whites were found for mathematical and logical performance, holding ability constant. A metacognitive strategy, regulation of cognition, partially mediated race effects on mathematical and verbal performance. Contrary to previous findings, no traditional significant ST effects were found; however, a 3-way interaction revealed that proficiency in test-taking strategies mitigated the Black-White mathematical score gap to a greater extent for those in the ST condition.

The Relationship Between Sexual Minority Verbal Harassment and Utilization of Health Services: Results from Countywide Risk Assessment Survey (CRAS) 2004

In this article we examine the prevalence of and associations between sexual orientation–based verbal harassment and reported utilization of health services across levels of sexual orientation in a diverse sample of adult recipients of Los Angeles County–funded HIV-related health and social services. Thirty-two percent reported they had experienced verbal harassment, the majority (80.3%) of whom identified as lesbian, gay, or bisexual (LGB). Those who reported being verbally harassed received significantly more services overall than those who were not verbally harassed, and service utilization varied by sexual orientation. These findings inform future efforts to identify and assess social discrimination in health and social service settings.

Persons, organizations, and societies: The effects of collectivism and individualism on cooperation

A.P. Brief, J.P. Walsh, Series Foreword. R.M. Kramer, A.E. Tenbrunsel, M.H. Bazerman, Social Dilemmas, Social Values, and Ethical Judgments: Touchpoints and Touchdowns in a Distinguished Scholarly Career. Part 1. Social Dilemmas. C.D. Samuelson, K. Watrous-Rodriguez, Group Discussion and Cooperation in Social Dilemmas: Does the Medium Matter? E. van Dijk, A. Wit, H. Wilke, E.W. de Kwaadsteniet, On the Importance of Equality in Social Dilemmas. P.A.M. Van Lange, J.A. Joireman, Social and Temporal Orientations in Social Dilemmas. A.E. Tenbrunsel, G. Northcraft, In the Eye of the Beholder: Payoff Structures and Decision Frames in Social Dilemmas. R.M. Kramer, Dilemmas and Doubts: How Decision Makers Cope with Interdependence and Uncertainty. Part 2. Social Values, Social Control, and Cooperation. G.P. Shelley, M. Page, P. Rives, E. Yeagley, D.M. Kuhlman, Nonverbal Communication and Detection of Individual Differences in Social Value Orientation. T. Boles, H. Le, H. Nguyen, Persons, Organizations, and Societies: The Effects of Collectivism and Individualism on Cooperation. J.L. Grzelak, D.M. Kuhlman, E. Yeagley, J.A. Joireman, Attraction to Prospective Dyadic Relationships: Effects of Fate Control, Reflexive Control, and Partners Trustworthiness. Part 3. Ethical Judgments, Fairness, and Equality. F. Gino, D.A. Moore, M.H. Bazerman, See No Evil: When We Overlook Other Peoples Unethical Behavior. K. Gibson, J.K. Murnighan, From Theory to Practice: Messick and Morality. S.T. Allison, J.L. Burnette, Fairness and Preference for Underdogs and Topdogs. S. Desal, A.P. Brief, J.George, Meaner Managers: A Consequence of Income Inequality. Part 4. Commentary and Reflections. R. Dawes, Appreciation for Professor David M. Messick: Peanuts, Ping Pong, and Naivete. D. Messick, Retrospection on a Career in Social Psychology.University of Minnesota Ph.D. dissertation. June 2009. Major: Economics. Advisor: Aldo Rustichini. 1 computer file (PDF); viii, 94 pages.