EXPLORING COGNITIVE AND NON-COGNITIVE FACTORS IN STEREOTYPE THREAT EFFECTS: AN INDIVIDUAL DIFFERENCES APPROACH

Abstract

Stereotype threat effects occur when stigmatized individuals are primed with a negative

stereotype and underperform relative to a control group. During such situations the pressure of

performing coupled with evaluative anxiety may cause even the most capable students to

“choke.” This dissertation examines ways stereotype threat effects may be different from one

student to the next. Chapter 1 lays the foundation for exploring stereotype threat in a novel way,

considering individual differences from cognitive and non-cognitive perspectives—examining

the effect beyond the group level. As a cognitive factor, working memory capacity (WMC) has

been implicated. Here, the role of WMC is investigated as a mediator and/or moderator of

stereotype threat for gender and ethnicity. Chapters 2-4 reveal a general lack of evidence for the

threat effect in the form of a performance decrement compared to control. Chapters 2-3 reveal

evidence that trait WMC moderates the effect of stereotype threat for ethnicity such that higher

WMC is associated with higher predicted scores on standardized tests under threat. Higher scores

on non-cognitive factors of mindset, grit, and/or conscientiousness have been suggested to aid

performance during threatening academic situations but effects of these generally were not

found. Chapter 3 provides no strong evidence that more malleable mindsets are associated with

higher predicted scores on standardized tests. Chapter 4 presents evidence that under threat for

gender identity participants performed better, revealing no differential effect of malleable versus

fixed mindsets under stereotype threat. General discussion considers replication issues within the

stereotype threat literature as well as the implications of the present results for future work in this

area.