psy 271 final exam

according to DiTamasco, what percentage of participants in her study benefitted from social capital?

60-90

the Massey team found that students who had professors and other students who looked like them, they ________ stereotype threat

alleviated

when asked to arrange chairs for a conversation on racial profiling with black students, whites:

arranged the chairs further apart than the control group

what group based on Treisman's research blended academics and social life?

asian american students

identity threat is when an individual is

aware of one's identity differences in group situations

what group according to Treisman's research were intensely independent?

black students

what is the one prerequisite when it comes to being affected by stereotype threat?

caring about one's performance

stereotype threat affects individuals performance on academic and nonacademic tasks because situations often signal to these individuals that their ______ is/are inferior to those around them because of their social identity.

competence, intelligence, capabilities

the extensive studies noted by Steele in ch. 9 show us that stereotype threat has a _____ effect on individuals

cumulative

throughout this book, Steele is asking us as readers to ____

empathize with others and think about how situations affect performance

stereotypical images of women in commercials did not affect the math performance of girls

false

we are really good at accurately self-reporting our levels of anxiety

false

the John Henryism hypothesis suggests that individuals who care about achieving and...

feel like they will overcome

according to steele, "unless you make people _____, you won't succeed in reducing achievement gaps"

feel safe from the risk of identity predicaments

the more they care, the more ____ they are

frustrated

what can teacher and/or schools do to reduce identity contingency cues and therefore stereotype threat?

give critical feedback, improve critical mass, foster intergroup contact and connections from different backgrounds, allow students to self-affirm, help develop a narrative about the environment that explains their frustrations

"fostering intergroup conversations among students from different backgrounds" can improve ____ and ______

grades and comfort

how might white teachers develop trust with black students?

holding all students to high standards and believing in them

what are the building blocks for identity threat?

identity cues

one reason why students who over-effort in Treisman's study is because they

internalize their struggles

why does prejudice matter to Steele?

it can shape contingencies, he explains that "identity contingencies can profoundly affect a person without her encountering a single prejudiced person along the way"

what are examples of contingency cues?

lack of physical representation of people who are minorities, the presence of bicycles in the workplace, micro-aggressions, a school's dilapidation

what groups are affected by stereotype threat?

men, women, whites, racial minorities, economically disadvantaged, women and racial minorities, ALL OF THE ABOVE

the higher the stakes of the performance, the ____these things happen

more

black students who got a brief______ averaged one third of a letter grade higher in the next semester than black students in the control group

narrative intervention

critical mass refers to the point at which there are enough minorities in a setting that individual minorities __________

no longer feel uncomfortable there because they are minorities

according to Steele, we are a nation of _____

segregation

briefly discuss what may be significant about understanding the identity contingency cues and how they affect performance.

they can be changed

what are identity contingencies?

things you have to deal with in a situation because you have a given social identity

even the modest anxiety that math identified women experienced while waiting for a difficult math test was enough to interfere with how well they could write their name backwards.

true

it is contingencies in our lives, not racial attitudes alone that count.

true

when working class participants are told that an experiment is not an adequate measure of language ability, these participants performed slightly better than their upper class peers.

true

when the work is difficult, the people often ______

underperform

why might avoidance be the simplest answer when it comes to interacting with others and why might this be problematic?

we avoid experiences that are uncomfortable, this is problematic because it lays the foundation for reinforcing prejudice

what is rumination? why is it problematic?

when an individual constantly worries or thinks about one's performance, it can leave less resources related to memory and self-regulation

What is "over-efforting"?

when individuals take on more tasks than their peers in order to work hard and to disprove a stereotype, this ends up wasting mental resources