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Science 1 September 2006:
Vol. 313. no. 5791, p. 1197
DOI: 10.1126/science.313.5791.1197k
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Members of groups subject to stereotyping are more likely to behave in a fashion that conforms to the stereotype when the stereotype is made salient; for instance, women score lower than men on tests when the tests are identified as math as opposed to problem-solving. Cohen et al. (p. 1307; see the Perspective by Wilson) report the results of two field studies in which a brief, value-affirmation intervention at the beginning of the school year appeared to buffer the effects of a stereotype threat on 7th-grade African Americans such that they maintained their achievement levels (as did European American students) throughout the remainder of the school year, in comparison to African American students in the control condition.




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Science. ISSN 0036-8075 (print), 1095-9203 (online)