Generalization of Stereotype Threat Interventions in Women
Department
Psychological Science
Major
Psychology
Research Advisor
Klein, Brandi
Advisor's Department
Psychological Science
Abstract
Stereotype threat refers to a situation in which a stereotype about a person might be confirmed, and performance decreases as a result. Interventions designed to combat stereotype threat can narrow or close the gap between stereotyped groups and their peers.
The current study examines whether an informative intervention tailored to one threat (“women underperform at math”) will later protect against a different threat (“women underperform at mental rotation”) and vice versa. Data collection is in progress. We expect that those exposed to stereotype threat without the intervention will have the lowest scores, and those who receive the intervention will score as well as those not exposed to stereotype threat. This would indicate that an intervention for one threat generalized to a second threat, and that stereotype threat interventions need not be tailored to specific threats.
Biography
Natasha Stoneking is a senior in psychology at Missouri S&T. Since Fall 2011, she has been the president of the Free Thinkers Society, a philosophical discussion group. She currently works as a peer tutor at Missouri S&T's Writing Center. Her interests include dogs, hiking, and traveling. Natasha hopes to pursue a career in cognitive neuroscience research.
Research Category
Social Sciences
Presentation Type
Poster Presentation
Document Type
Poster
Award
Social science poster session, First place
Location
Upper Atrium/Hall
Presentation Date
16 Apr 2014, 9:00 am - 11:45 am
Generalization of Stereotype Threat Interventions in Women
Upper Atrium/Hall
Stereotype threat refers to a situation in which a stereotype about a person might be confirmed, and performance decreases as a result. Interventions designed to combat stereotype threat can narrow or close the gap between stereotyped groups and their peers.
The current study examines whether an informative intervention tailored to one threat (“women underperform at math”) will later protect against a different threat (“women underperform at mental rotation”) and vice versa. Data collection is in progress. We expect that those exposed to stereotype threat without the intervention will have the lowest scores, and those who receive the intervention will score as well as those not exposed to stereotype threat. This would indicate that an intervention for one threat generalized to a second threat, and that stereotype threat interventions need not be tailored to specific threats.
