Arousal and stereotype threat

By Talia Ben-Zeev, S. Fein, Michael Inzlicht. 2005

327 citations recorded by the source corpus.

Subfields: Gender Studies, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0b6d1b2922a02daa0fc3a9ddb54165936e6c0260

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

1. Michael Johns
2. T. Schmader
3. John F. Dovidio
4. Michael Inzlicht
5. M. Mattis
6. Ronald J. Burke
7. C. Good
8. Peter M. Gollwitzer

In Social Psychology

1. T. Schmader
2. Michael Inzlicht
3. C. Good
4. Ute C. Bayer
5. Joshua Aronson
6. Peter M. Gollwitzer
7. C. Steele
8. Michael Johns

In Sociology and Political Science

1. Joshua Aronson
2. C. Good
3. Michael Johns
4. T. Schmader
5. Michael Inzlicht
6. C. Steele
7. Peter M. Gollwitzer
8. Ute C. Bayer

Citations in the corpus

• An integrated process model of stereotype threat effects on performance. (2008, background): “…results (Gonzales et al., 2002; Schmader, 2002; Schmader & Johns, 2003; S. J. Spencer et al., 1999), studies relying on physiological and other indirect measures of stress-based arousal (Ben-Zeev et al., 2005; O’Brien & Crandall, 2003) have yielded more promising support for Path b in Figure 1.”
• A particular resiliency to threatening environments (2006, background): “Being in the numerical minority, on the other hand, is arousing (Ben-Zeev et al., 2005) and may thus present high self-monitors with an opportunity to shine.”
• Stereotype threat and inflexible perseverance in problem solving (2009, background): “Stereotype threat increases anxiety and arousal (Ben-Zeev et al., 2005; O’Brien & Crandall, 2003; Spencer et al., 1999) and triggers a physiological stress response (Blascovich et al.”
• Approaching math increases math=me and math=pleasant. (2008, methodology): “who circled four or higher on the scale to both questions (i.e., math identified) and 24 women who circled less than four on one of the questions (i.e., nonmath identified) were invited to participate in the study ( Ben-Zeev, Fein, & Inzlicht, 2005; Spencer et al., 1999).”
• Women and minorities in science, technology, engineering and mathematics : upping the numbers (2007, background): “…math test performance have uncovered multiple potential affective and cognitive processes that might mediate these effects, including arousal (Ben-Zeev et al., 2005a; O’Brien and Crandall, 2003), dejection emotions, negative thinking, and a prevention (i.e. wanting to ‘not fail’) as opposed…”