Converging evidence that stereotype threat reduces working memory capacity.

By T. Schmader, Michael Johns. Journal of Personality and Social Psychology, 2003

1,189 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/25779bb7c3fbc6ecbccb8d0f5f6583155d9af071

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Citations in the corpus

Role of Working‐Memory Capacity in Cognitive Control (2010, background): “Schmader and Johns (2003) found that the effect of stereotype threat was mediated by a reduction in WMC. Similarly, Richeson and Shelton (2003) found that it is especially taxing of attention control for a racially biased white individual to interact with a black individual and that the white…”
Stereotype Threat Deconstructed (2010, methodology): “For example, in one study (Schmader & Johns, 2003), men and women completed a well-validated measure of working memory capacity requiring them to solve simple equations while simultaneously remembering words for later recall (Turner & Engle, 1989).”
Implicit stereotypes and women ’ s math performance : How implicit gender-math stereotypes in X uence women ’ s susceptibility to stereotype threat (2005, neutral): “…have argued, the diVerent manipulations of stereotype salience may therefore alter the mechanisms through which stereotype threat aVects performance, possibly contributing to the diYculty in Wnding reliable mediators of stereotype threat (Wheeler & Petty, 2001; but see also Schmader & Johns, 2003).”
How Environments Can Threaten Academic Performance, Self-Knowledge, and Sense of Belonging (2006, background): “Ultimately this arousal may deplete working memory (Schmader & Johns, 2003) and result in sub-optimal performance, especially when individuals are highly identified with success and achievement in the stereotyped domain (Aronson et al., 1999).”
Goal Theorists Should Move on From Performance Goals (2005, background): “Studies of stereotype threat indicate that it has negative effects on test performance, and that these effects are mediated by social comparison concerns that reduce vulnerable individuals’ ability to sustain concentration on the test (Croizet et al., 2004; Schmader & Johns, 2003).”
The role of performance–avoidance goals and worry in mediating the relationship between stereotype threat and performance (2009, methodology): “For example, using a regulatory focus framework, Seibt and Forster (2004) found that the activation of negative self-stereotypes induced a prevention focus, characterized by an avoidance motivation (see also Keller, 2007).”
Talking Shop and Shooting the Breeze (2011, neutral): “However, it is also conceivable that such conversations could cue negative stereotypes about women’s presumed inferiority in math and science that could interfere with cognitive processing and promote disengagement (Davies, Spencer, Quinn, & Gerhardstein, 2002; Schmader & Johns, 2003; Steele, 1997).”
Boosting scholastic test scores by willpower: The role of implementation intentions (2007, methodology): “…to indicate that one is female at the start of a math test is known to induce stereotype threat, which in turn makes a successful test performance more difficult (Ben-Zeev, Fein, & Inzlicht, 2005; Cadinu, Maass, Rosabianca, & Kiesner, 2005; Schmader & Johns, 2003; Spencer, Steele, & Quinn, 1999).”
Feeling Better But Doing Worse: Effects of Facebook Self-Presentation on Implicit Self-Esteem and Cognitive Task Performance (2013, background): “Indeed, research has shown that performance deteriorates under conditions of stress, but that self-affirmation provides a buffer against stress, thus, restoring the ability to perform well (Aronson, Cohen, & Nail, 1999; O’Brien & Crandall, 2003; Schmader & Johns, 2003).”
Working memory span tasks: A methodological review and user’s guide (2005, methodology): “Perhaps the most elaborate example in which a span task has been used to measure the effect of a hot cognition variable on WM resources is an elegant article by Schmader and Johns (2003) on stereotype threat.”
The social psychology of stigma. (2005, background): “…identity threat resulting from activation of negative group stereotypes or fear of being a victim of prejudice can harm performance through involuntary stress responses such as anxiety and decrements in working memory capacity (Blascovich et al. 2001, Bosson et al. 2004, Schmader & Johns 2003).”
Chapter Six - How Working Memory Capacity Affects Problem Solving (2012, background): “Similarly, Schmader and Johns (2003) have shown that even a subtle stereotype threat can significantly decrease performance for females on both a WMC measure as well as a set of GRE word problems.”
Sex differences in mental rotation and spatial visualization ability: Can they be accounted for by differences in working memory capacity? (2007, background): “It should be noted that recent investigations in the social psychology domain have demonstrated significant effects of stereotype threat on mental rotation ability (McGlone & Aronson, in press) as well as working memory capacity (Schmader & Johns, 2003).”
The effect of gender stereotype activation on challenge and threat motivational states (2008, neutral): “…of cognitive, affective, and behavioral consequences of performing under conditions of stereotype threat, including reductions in working memory (Schmader & Johns, 2003), declining performance expectations (e.g., Cadinu et al., 2003), increases in selfdoubt (Steele & Aronson, 1995), and…”