We examined if an adapted version of a brief social psychological intervention following a multi-threat framework can enhance the mental task performance of female college students under stereotype threat. In experiment 1, under self-as-target stereotype threat, as expected, students who were exposed to the self-affirmation intervention had the highest task performance. However, under group-as-target stereotype threat, we found similar performances of the students in both the self-affirmation and group-affirmation conditions compared to control condition. In experiment 2, we showed that the extent a female student is identified with her gender group moderates the effectiveness of the group-affirmation intervention. The current research encourages researchers to consider different understandings of self while instituting common stereotype threat interventions rather than taking a uniform approach.

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根据STEM中针对女学生的多刻板印象威胁框架调整价值观确认干预措施

我们研究了在多威胁框架下进行的简短社会心理干预的改编版本是否可以增强在刻板印象威胁下的女大学生的心理任务表现。在实验1中，正如预期的那样，在以自我为目标的刻板印象威胁下，接受自我肯定干预的学生的任务表现最高。然而，在以小组为目标的刻板印象威胁下，我们发现学生在自我确认和小组确认条件下的表现与对照条件相类似。在实验2中，我们表明，根据性别区分女学生的程度适度地证实了群体肯定干预的有效性。