Stereotypes and the fragility of academic competence, motivation, and self-concept

By Joshua Aronson, C. Steele. 2005

239 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0feb5f3aa845df29ceda57b735e2dabac89aa5f2

How researchers see this paper

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

Citations in the corpus

The threat of stereotype (2004, background): “And stereotype threat appears to threaten all these things at once (Aronson & Steele, 2005).”
Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model (2011, unknown): “This experience has been studied in the context of social identity threat, stereotype threat (for reviews, see Aronson & Steele, 2005; Crocker, Major, & Steele, 1998; Schmader, Johns, & Forbes, 2008; C. M. Steele, Spencer, & Aronson, 2002), and belongingness uncertainty (Walton & Cohen, 2007, 2011).”
A particular resiliency to threatening environments (2006, background): “…has taught us that stereotypes and being in the numerical minority can lead to failure and underperformance (Inzlicht & Ben-Zeev, 2000; Steele & Aronson, 1995), but has yet to fully address the individual diVerences that are associated with success and achievement (see Aronson & Steele, 2005).”
Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008, background): “Research on stereotype threat suggests that when a student’s social identity is tagged with a negative stereotype the student tends to underperform in a manner consistent with the stereotype (see Aronson & Steele, 2005).”
Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology (2013, unknown): “Research on so-called stereotype threat also suggests that when a student’s social identity is constructed negatively, the student will tend to underperform in a way that is consistent with the stereotype (Aronson & Steele, 2005; Miyake et al., 2010; Ong, Wright, Espinosa, & Orfield, 2011).”
Encouraging girls in math and science (2007, background): “49 Aronson (2002); Aronson and Steele (2005); Steele, Spencer, and Aronson (2002).”
Mindsets and Math/Science Achievement (2008, background): “…shows that when females and minorities are informed that they can do as well as others in a subject area—and particularly when this information is placed in a growth mindset framework—achievement gaps are decreased (Dar-Nimrod and Heine, 2007; Good, Rattan, & Dweck, 2008; Aronson & Steele, 2005).”