Are all interventions created equal? A multi-threat approach to tailoring stereotype threat interventions.

Shapiro, Jenessa R.; Williams, Amy M.; Hambarchyan, Mariam

doi:10.1037/a0030461

Cited by 119Social and Intergroup PsychologyCareer Development and DiversityEducation, Achievement, and Giftedness

Are all interventions created equal? A multi-threat approach to tailoring stereotype threat interventions.

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Shapiro, Jenessa R., Williams, Amy M., Hambarchyan, Mariam·2013·Journal of Personality and Social Psychology

DOI 10.1037/a0030461PMC PMC3682115

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Abstract

To date, stereotype threat interventions have been considered interchangeable. Across 4 experiments, the present research demonstrates that stereotype threat interventions need to be tailored to the specific form of experienced stereotype threat to be effective. The Multi-Threat Framework (Shapiro & Neuberg, 2007) distinguishes between group-as-target stereotype threats-concerns that a stereotype-relevant performance will reflect poorly on the abilities of one's group-and self-as-target stereotype threats-concerns that a stereotype-relevant performance will reflect poorly on one's own abilities. The present experiments explored Black college students' performance on diagnostic intelligence tests (Experiments 1 and 3) and women's interest (Experiment 2) and performance (Experiment 4) in science, technology, engineering, and math (STEM). Across the 4 experiments, participants were randomly assigned to experience either a group-as-target or self-as-target stereotype threat. Experiments 1 and 2 revealed that role model interventions were successful at protecting only against group-as-target stereotype threats, and Experiments 3 and 4 revealed that self-affirmation interventions were successful at protecting only against self-as-target stereotype threats. The present research provides an experimental test of the Multi-Threat Framework across different negatively stereotyped groups (Black students, female students), different negatively stereotyped domains (general intelligence, STEM), and different outcomes (test performance, career interest). This research suggests that interventions should address the range of possible stereotype threats to effectively protect individuals against these threats. Through an appreciation of the distinct forms of stereotype threats and the ways in which interventions work to reduce them, this research aims to facilitate a more complete understanding of stereotype threat.

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Authors: Shapiro, J. R., Williams, A. M., & Hambarchyan, M.
Affiliations: University of California, Los Angeles (US)
ORCID: Williams, Amy M.
Venue: Journal of Personality and Social Psychology
Publisher: American Psychological Association (APA)
Published: 2013-02
Volume: 104
Issue: 2
Pages: 277-288
ISSN: 0022-3514 (ISSN-L)
1939-1315
DOI: 10.1037/a0030461
PMC: PMC3682115
OpenAlex: W2019882760
Cited by: 119
References: 36
Citations by year: 2026: 5 · 2025: 7 · 2024: 11 · 2023: 9 · 2022: 7 · 2021: 7 · 2020: 4 · 2019: 14 · 2018: 10 · 2017: 10 · 2016: 12 · 2015: 11 · 2014: 9 · 2013: 3
FWCI: 24.26
Type: journal article
Language: en
Open access: green
europepmc.org
Locations: Journal of Personality and Social Psychology (publishedVersion)
PubMed (publishedVersion)
Europe PMC (PubMed Central) (acceptedVersion)
PubMed Central (acceptedVersion)
Funders: National Science Foundation (BCS0956321)
National Institutes of Health (RC1GM09071, R01GM102701)
University of California, Los Angeles
Topics: Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
Social Sciences › Safety Research › Career Development and Diversity
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords: stereotype threat, intervention tailoring, self-affirmation intervention, African American college students, women in STEM, career interest
MeSH terms: Achievement, Affect, Analysis of Variance, Black or African American, California, Educational Measurement, Engineering, Female, Humans, Intelligence Tests, Male, Mathematics, Science, Self Concept, Social Identification, Stereotyping, Students, Technology, Women, Black People

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Are all interventions created equal? A multi-threat approach to tailoring stereotype threat interventions.

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