Understanding the Process of Stereotype Threat: A Review of Mediational Variables and New Performance Goal Directions

By Jessi L. Smith. 2004

242 citations recorded by the source corpus.

Subfields: Gender Studies, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4c4463ecebc834124e7472d4aad0d4da06de84fa

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In Gender Studies

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Can Stereotype Threat Explain the Gender Gap in Mathematics Performance and Achievement? (2012, background): “The current article does not aim to review evidence for the stereotype threat hypothesis in general, especially because there are various reviews on this topic (Kit, Tuokka, & Mateer, 2008; Nguyen & Ryan, 2008; Sackett et al., 2004a, Smith, 2004; Wheeler & Petty, 2001).”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “2009; Moe 2012), as well as one article in the present journal (Smith 2004).”
An integrated process model of stereotype threat effects on performance. (2008, background): “Do Individual Differences in Working Memory Moderate”
Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat (2006, background): “The results of this study also extend the work of previous researchers who have demonstrated that stereotype threat affects stigmatized group members’ perceptions of test fairness (for a review, see Smith, 2004 ).”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “, 2013) and achievement goals (Smith, 2004), increased anxiety, reduced work-”
The role of performance–avoidance goals and worry in mediating the relationship between stereotype threat and performance (2009, methodology): “As such, the present analysis extends the Smith (2004) and Ryan and Ryan (2005) approaches as we provide the first empirical test of the mediating role of achievement goals and associated process variables on performance in the stereotype threat context.”
The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation (2015, background): “…Green et al., 1988; Hurtado & Ponjuan, 2005; Johnson et al., 2007; Nuñez, 2009) and the research on the damaging effects of stereotypes (e.g., Smith, 2004; Solorzano et al., 2000; Steele, 1997; Teranishi, 2002; Tran & Birman, 2010) while providing more specific indications of what aspects…”
The Potential Roles of Self‐Fulfilling Prophecies, Stigma Consciousness, and Stereotype Threat in Linking Latino/a Ethnicity and Educational Outcomes (2010, background): “Stereotype threat decreases performance on tasks that are associated with a stereotype-relevant domain because it generates a disruptive pressure akin to anxiety (Smith, 2004; Steele, 1997; Wheeler & Petty, 2001).”
The Influence of Proactive Personality and Stereotype Threat on Women's Entrepreneurial Intentions (2007, background): “Extant stereotype threat research does not offer much guidance on the mediating mechanism by which stereotype threat influences outcomes (Smith, 2004).”
The stereotyped task engagement process: The role of interest and achievement motivation. (2007, methodology): “General Discussion Drawing from the STEP model (Smith, 2004, 2006), we examined the possibility that the presence of a stereotype and one’s level of achievement motivation may influence the achievement goals adopted (assigned and spontaneous) in the situation, which in turn may affect motivational…”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “Possible candidates for use as multidimensional self-report measures might include academic self-concept (Marsh 1993), expectancies for success (Eccles et al. 1983), value (Eccles et al. 1983), and mastery goals ( Smith 2004 ).”
The Effects of Stereotypes on the Achievement Gap: Reexamining the Academic Performance of African American High School Students (2008, methodology): “This finding appears to be consistent with research that found that expectations are influenced by the stereotypical characteristics of the task or the situation in which the task is to be performed (Stangor et al., 1998). Moreover, these results lend support to Steele’s (1997) concept of stereotype”