Linking Stereotype Threat and Anxiety

By Jason W. Osborne. 2007

187 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1e032a162f66153f6a5edc998985301e688f1568

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Citations in the corpus

Contending With Stereotype Threat at Work: A Model of Long-Term Responses 1Ψ7 (2011, background): “…affects performance due to a combination of factors including heightened physiological arousal (Blascovich, Spencer, Quinn, & Steele, 2001; Osborne, 2006, 2007), reduced working memory capacity (Croizet, Depres, Gauzins, Huguet, Levens & Meot, 2004; Schmader & Johns, 2003), impaired…”
Trait and State Differences in Working Memory Capacity (2010, background): “tively to outall iT stimulus tion will Ius inste, stimuli c from the direct yo among th The natui words he Atone pc Studies il WMC sp (2001)1'0 respective informatii pattern, sl a dichotic their own”
Understanding Reading Anxiety: New Insights from Neuroscience (2010, background): “…to providing positive emotional states is a powerful way of improving children’s overall school performance (Amsterlaw et al. 2009; Croizet and Dutrevis 2004; Eynde et al. 2006; Feldman 2007; Gygax et al. 2007; Havighurst et al. 2004; Osborne 2007; Schutz and Davis 2000; Yeh 2008; Zembylas 2005).”
The Effects of Stereotypes on the Achievement Gap: Reexamining the Academic Performance of African American High School Students (2008, background): “…Steele (2001) noted increases in the blood pressure of African American college students when placed in a high stereotype-threat condition, while Osborne (2007) found heightened physiological arousal among college females confronted with a challenging mathematics test on which gender…”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “First, several studies demonstrated that physiological stress and arousal may be responsible for the performance decrement under stereotype threat (Inzlicht & Kang, 2010; Osborne, 2006; 2007; Wraga, Helt, Jacobs, & Sullivan, 2007).”
Messages about brilliance undermine women's interest in educational and professional opportunities (2018, background): “…prototype matching mechanism, the threat of being stereotyped might give rise to feelings of anxiety (e.g., ) and of not belonging (e.g.,Murphy et al., 2007; Osborne, 2007 Good et al., 2012), which might in turn lower women's interest.”
Can Stereotype Threat Explain the Gender Gap in Mathematics Performance and Achievement? (2012, background): “Josephs, Newman, Brown, & Beer (2003) Yes Yes Brown & Josephs (1999) Yes Yes Lesko & Corpus (2006) Yes Yes Gonzales, Blanton, & Williams (2002) Yes Yes Johns, Schmader, & Martens (2005) Yes Yes Keller (2002) Yes Yes Osborne (2007) Yes Yes Marx & Roman (2002) Yes Yes Wicherts, Dolan, & Hessen (2005) ”