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Beyond Performance: A Motivational Experiences Model of Stereotype Threat

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Thoman, Dustin B., Smith, Jessi L., Brown, Elizabeth R., Chase, Justin, Lee, Joo Young K.·2013·Educational Psychology Review
DOI 10.1007/s10648-013-9219-1PMC PMC3719418
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Abstract

The contributing role of stereotype threat (ST) to learning and performance decrements for stigmatized students in highly evaluative situations has been vastly documented and is now widely known by educators and policy makers. However, recent research illustrates that underrepresented and stigmatized students' academic and career motivations are influenced by ST more broadly, particularly through influences on achievement orientations, sense of belonging, and intrinsic motivation. Such a focus moves conceptualizations of ST effects in education beyond the influence on a student's performance, skill level, and feelings of self-efficacy per se to experiencing greater belonging uncertainty and lower interest in stereotyped tasks and domains. These negative experiences are associated with important outcomes such as decreased persistence and domain identification, even among students who are high in achievement motivation. In this vein, we present and review support for the Motivational Experience Model of ST, a self-regulatory model framework for integrating research on ST, achievement goals, sense of belonging, and intrinsic motivation to make predictions for how stigmatized students' motivational experiences are maintained or disrupted, particularly over long periods of time.

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  • Social identity threat is a powerful aversive force that is easily ignited and can color people's entire educational experience.

    “Feeling that one's social identity is devalued or stigmatized and thus experiencing social identity threat is a powerful aversive force that is easily ignited and can color people's entire educational experience (Inzlicht, Tullett, Legault, & Kang, 2011;S. J. Spencer, Logel, & Davies, 2016;Thoman, Smith, Brown, Chase, & Lee, 2013;Walton et al., 2013).”

    From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Thoman, Smith, Brown, Chase, & Lee, 2013

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Cited by

Sorted by citations

Authors
Thoman, D. B., Smith, J. L., Brown, E. R., Chase, J., & Lee, J. Y. K.
Affiliations
  • California State University, Long Beach (US)
  • Montana State University (US)
Corresponding author
Thoman, Dustin B.
ORCID
Venue
Educational Psychology Review
Publisher
Springer Science and Business Media LLC
Published
2013-03-12
Volume
25
Issue
2
Pages
211-243
ISSN
  • 1040-726X (ISSN-L)
  • 1573-336X
DOI
10.1007/s10648-013-9219-1
PMC
PMC3719418
OpenAlex
W1985364005
Cited by
141
References
30
Citations by year
2026: 10 · 2025: 15 · 2024: 10 · 2023: 13 · 2022: 11 · 2021: 13 · 2020: 11 · 2019: 11 · 2018: 13 · 2017: 12 · 2016: 8 · 2015: 4 · 2014: 6 · 2013: 3
FWCI
8.62
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Educational Psychology Review (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of General Medical Sciences (R01GM098462)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
  • Social Sciences › Safety Research › Career Development and Diversity
Keywords
stereotype threat, underrepresented students, achievement goals, sense of belonging, intrinsic motivation, self-regulation, academic motivation, persistence, domain identification, self-efficacy

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