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Performance boosts in the classroom : stereotype endorsement and prejudice moderate stereotype lift

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Published in Journal of Experimental Social Psychology. 2008, vol. 44, no. 5, p. 1421 - 1424
Abstract The present study (N = 293) examined whether stereotype endorsement and prejudice moderate stereotype lift (i.e., a performance boost caused by the salience of a negative out-group stereotype in the testing situation). The stereotype in the focus of inquiry was the belief that immigrant students have lower intellectual ability than native students. French native high school students performed an intellectual test in a condition of low stereotype salience (the test was presented as assessing individual differences) or in a condition of high stereotype salience (the test was presented as assessing group differences between African immigrants and native students). As expected, results indicated that native students high in stereotype endorsement and those high in prejudice performed better in the high than in the low stereotype salience condition, whereas those low on these constructs did not. By identifying two moderators of stereotype lift, this study sheds new light on the achievement gap between immigrant and native students in educational institutions.
Keywords Stereotype liftNative studentsAfrican immigrantsStereotype endorsementPrejudicePerformance boosts
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Research group Groupe de recherche sur l'influence sociale (GRIS)
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CHATARD, Armand et al. Performance boosts in the classroom : stereotype endorsement and prejudice moderate stereotype lift. In: Journal of Experimental Social Psychology, 2008, vol. 44, n° 5, p. 1421 - 1424. https://archive-ouverte.unige.ch/unige:6767

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Deposited on : 2010-06-04

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