Domain identification predicts black students’ underperformance on moderately-difficult tests

Although stereotype threat theory suggests that, in stereotype threat settings, negatively-stereotyped students who are highly domain-identified risk underperforming on difficult tests but can perform well on easy tests, it is unclear how these students will perform on moderately-difficult tests in...

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Bibliographic Details
Published inMotivation and emotion Vol. 34; no. 2; pp. 105 - 109
Main Authors Lawrence, Jason S., Marks, Bryant T., Jackson, James S.
Format Journal Article
LanguageEnglish
Published Boston Springer US 01.06.2010
Springer Nature B.V
Subjects
Behavioral Science and Psychology
Black people
Black students
Clinical Psychology
Females
Identification
Males
Minority & ethnic groups
Original Paper
Personality and Social Psychology
Problem solving
Psychology
Stereotypes
Threats
Domain identification
Group identification
Stereotype threat
Test performance
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Summary:Although stereotype threat theory suggests that, in stereotype threat settings, negatively-stereotyped students who are highly domain-identified risk underperforming on difficult tests but can perform well on easy tests, it is unclear how these students will perform on moderately-difficult tests in stereotype threat settings. The present study found that the higher black students’ verbal identification the worse their performance on a moderately-difficult verbal test in an ability-diagnostic setting. The students’ verbal identification did not relate to their performance in a non-diagnostic setting. The discussion addresses the need for research to determine the mediators between high domain identification and underperformance, and whether it is beneficial for students to be less domain identified.
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ISSN:0146-7239
1573-6644
DOI:10.1007/s11031-010-9159-8