Stereotype Threat Spillover and SAT® Scores. Research Report No. 2008-2. ETS RR-08-28

Autor/inn/en	Walker, Michael E.; Bridgeman, Brent
Institution	College Board; Educational Testing Service
Titel	Stereotype Threat Spillover and SAT® Scores. Research Report No. 2008-2. ETS RR-08-28
Quelle	(2008), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Stereotypes; Social Psychology; Negative Attitudes; Standardized Tests; College Entrance Examinations; Graduate Study; Reading; Mathematics; Writing (Composition); Performance; Comparative Analysis; Scores; Hypothesis Testing; Critical Reading; Gender Differences; Racial Differences; Ethnic Groups; Grade Point Average; High School Students; Intention; Majors (Students); Minority Group Students; Predictor Variables; Statistical Analysis; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Klischee; Sozialpsychologie; Negative Fixierung; Standadised tests; Standardisierter Test; Aufnahmeprüfung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Leseprozess; Lesen; Mathematik; Schreibübung; Achievement; Leistung; Hypothesenprüfung; Hypothesentest; Kritisches Lesen; Geschlechterkonflikt; Rassenunterschied; Ethnie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Statistische Analyse
Abstract	A recent study by Beilock, Reidell, and McConnell (2007) suggested that stereotype threat experienced in one domain (e.g., math) triggered by knowledge of a negative stereotype about a social group in that particular domain can spill over into subsequent tasks in totally unrelated domains (e.g., reading). The authors suggested that these findings might have implications for how the ordering of sections on standardized tests such as the SAT or GRE could affect examinee performance. To test the authors' assertions, this study used data from a recent SAT administration in which either a reading, a math, or a writing task preceded a reading task. Performance on the subsequent reading task of members of a stereotype threatened group (i.e., women) who took the math task first was compared to performance of those who took the reading or writing task first. Results were inconsistent with the stereotype threat spillover hypothesis, and serve to justify the exhortation of Cullen, Hardison, and Sackett (2004) for caution in generalizing lab findings on stereotype threat to operational testing situations. (As Provided).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01