TY - JOUR
T1 - Social identity and personal identity stereotype threat
T2 - The case of affirmative action
AU - Van Laar, Colette
AU - Levin, Shana
AU - Sinclair, Stacey
N1 - Funding Information:
This research was supported by grants from the Russell Sage Foundation, the UCLA Office of the Chancellor, and the National Science Foundation (Award No. BCS-9808686). Special thanks are due to Jim Sidanius and David Sears for their collaboration on this longitudinal research project. We express our gratitude to Domique Muller and Toni Schmader for helpful comments on the article.
PY - 2008/10
Y1 - 2008/10
N2 - Integrating insights from research examining the effect of being seen through the lens of stereotypes on academic performance and the social identity perspective, we examine the effect of perceived affirmative action admission at college entry on academic performance at the end of the first year. We propose that stereotype threat plays a crucial moderating role in determining when performance is affected. A longitudinal study of Black and Latino students at a large multiethnic university showed that perceptions of affirmative action admission negatively affected achievement among high stereotype-threatened individuals but not among low stereotype-threatened individuals. Furthermore, the results show that stereotype threat can have its effects because of concerns for the self (personal identity stereotype threat) or because of concerns for the group (social identity stereotype threat). As expected, social identity stereotype threat negatively affected the performance of individuals high in ethnic identification, whereas personal identity stereotype threat negatively affected the performance of individuals low in ethnic identification.
AB - Integrating insights from research examining the effect of being seen through the lens of stereotypes on academic performance and the social identity perspective, we examine the effect of perceived affirmative action admission at college entry on academic performance at the end of the first year. We propose that stereotype threat plays a crucial moderating role in determining when performance is affected. A longitudinal study of Black and Latino students at a large multiethnic university showed that perceptions of affirmative action admission negatively affected achievement among high stereotype-threatened individuals but not among low stereotype-threatened individuals. Furthermore, the results show that stereotype threat can have its effects because of concerns for the self (personal identity stereotype threat) or because of concerns for the group (social identity stereotype threat). As expected, social identity stereotype threat negatively affected the performance of individuals high in ethnic identification, whereas personal identity stereotype threat negatively affected the performance of individuals low in ethnic identification.
UR - http://www.scopus.com/inward/record.url?scp=57249098219&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=57249098219&partnerID=8YFLogxK
U2 - 10.1080/01973530802502200
DO - 10.1080/01973530802502200
M3 - Article
AN - SCOPUS:57249098219
SN - 0197-3533
VL - 30
SP - 295
EP - 310
JO - Basic and Applied Social Psychology
JF - Basic and Applied Social Psychology
IS - 4
ER -