Mention one ill effect of sterotypes
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Stereotype threat has been demonstrated to negatively affect certain racial/ethnic groups when they become hyper-aware that their performance could confirm the very stereotype that they wish to avoid. The pressure to not conform to the stereotype creates anxiety, which in turn adversely affects performance.
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Abstract
The purpose of the current study was to examine the predictive roles of stereotype threat and perceived discrimination and the mediating role of examiner-examinee racial discordance on neuropsychological performance in a non-clinical sample of African American and Caucasian individuals. Ninety-two African American (n = 45) and Caucasian (n = 47) adults were randomly assigned to either a stereotype threat or non-threat condition. Within each condition, participants were randomly assigned to either a same race or different race examiner. All participants underwent neuropsychological testing and completed a measure of perceived discrimination. African Americans in the stereotype threat condition performed significantly worse on global NP (Mz = −.30, 95% confidence interval [CI] [−0.07, −0.67] than African Americans in the non-threat condition (Mz = 0.09, CI [0.15, 0.33]. African Americans who reported high levels of perceived discrimination performed significantly worse on memory tests when tested by an examiner of a different race, Mz = −1.19, 95% CI [−1.78, −.54], than African Americans who were tested by an examiner of the same race, Mz = 0.24, 95% CI [−0.24, 0.72]. The current study underscores the importance of considering the role of contextual variables in neuropsychological performance, as these variables may obscure the validity of results among certain racial/ethnic groups.
Keywords: Stereotype threat, Performance anxiety, Neuropsychology, Perceived discrimination, Examiner-examinee racial discordance, Ethnicity
INTRODUCTION
Multiple factors impact the validity of neuropsychological assessments in clinical and research settings, but only some of these factors are widely appreciated. Most recognize that standardized administration and scoring rules are critical, but other factors that can obscure test results are often not recognized. The presence of these other factors, absent adequate empirical conceptualization, poses significant challenges to data interpretation. This is particularly concerning in situations where cognition is a primary outcome of interest (e.g., neuropsychological evaluations, forensic examinations, clinical trials investigations).
The purpose of the current study was to examine the predictive roles of stereotype threat and perceived discrimination and the mediating role of examiner-examinee racial discordance on neuropsychological performance in a non-clinical sample of African American and Caucasian individuals. Ninety-two African American (n = 45) and Caucasian (n = 47) adults were randomly assigned to either a stereotype threat or non-threat condition. Within each condition, participants were randomly assigned to either a same race or different race examiner. All participants underwent neuropsychological testing and completed a measure of perceived discrimination. African Americans in the stereotype threat condition performed significantly worse on global NP (Mz = −.30, 95% confidence interval [CI] [−0.07, −0.67] than African Americans in the non-threat condition (Mz = 0.09, CI [0.15, 0.33]. African Americans who reported high levels of perceived discrimination performed significantly worse on memory tests when tested by an examiner of a different race, Mz = −1.19, 95% CI [−1.78, −.54], than African Americans who were tested by an examiner of the same race, Mz = 0.24, 95% CI [−0.24, 0.72]. The current study underscores the importance of considering the role of contextual variables in neuropsychological performance, as these variables may obscure the validity of results among certain racial/ethnic groups.
Keywords: Stereotype threat, Performance anxiety, Neuropsychology, Perceived discrimination, Examiner-examinee racial discordance, Ethnicity
INTRODUCTION
Multiple factors impact the validity of neuropsychological assessments in clinical and research settings, but only some of these factors are widely appreciated. Most recognize that standardized administration and scoring rules are critical, but other factors that can obscure test results are often not recognized. The presence of these other factors, absent adequate empirical conceptualization, poses significant challenges to data interpretation. This is particularly concerning in situations where cognition is a primary outcome of interest (e.g., neuropsychological evaluations, forensic examinations, clinical trials investigations).
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