Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Stereotype Threat and Self-fulfilling Prophecies02:09

Stereotype Threat and Self-fulfilling Prophecies

37.5K
When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
37.5K
Stereotype Content Model02:16

Stereotype Content Model

14.0K
The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence...
14.0K
Stereotypes, Prejudice, and Discrimination02:55

Stereotypes, Prejudice, and Discrimination

90.0K
Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
90.0K
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

38.9K
People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about...
38.9K
Confirmation Biases01:31

Confirmation Biases

5.5K
The confirmation bias is the tendency to focus on information that confirms our existing beliefs and ignore information that is inconsistent with our expectations. For example, if you think that your professor is not very nice, you notice all of the instances of rude behavior exhibited by the professor while ignoring the countless pleasant interactions he is involved in on a daily basis. Have you ever fallen prey to the confirmation bias, either as the source or target of such bias?
5.5K
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

18.3K
One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
18.3K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The Case for Multifaceted, Integrative Motivation Interventions Embedded in Classrooms.

Educational psychology review·2026
Same author

Co-Curricular Science Experiences Support Undergraduate Students' Science GPA, Degree Completion, Workforce Entry, and Motivation.

CBE life sciences education·2026
Same author

AI-SNPS2: A Multi-Layered LC-MS/MS Platform Integrating Molecular Networking and Retention Time Prediction for Identifying Controlled and New Psychoactive Substances.

Analytical chemistry·2025
Same author

Differences in motivation for biology learning: A measurement invariance testing and latent mean comparison approach.

Anatomical sciences education·2025
Same author

Dweck's Social-Cognitive Model of Achievement Motivation in Science.

Learning and individual differences·2024
Same author

Are curiosity and situational interest different? Exploring distinct antecedents and consequences.

The British journal of educational psychology·2023

Related Experiment Video

Updated: Jun 8, 2025

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing
06:58

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Published on: January 24, 2020

7.3K

Do Performance Goals and Fixed Mindset Explicate the Relations Between Stereotype Threat and Achievement? Examining

Alexandra A Lee1, Delaram A Totonchi2, Stacy Priniski3

  • 1Department of Counseling, Educational Psychology, and Special Education, Michigan State University.

Learning and Individual Differences
|November 4, 2024
PubMed
Summary

Ethnic stereotype threat lowers achievement for all students. However, mindset beliefs uniquely influence how this threat affects White students compared to underrepresented minority (URM) students.

Keywords:
STEMStereotype threatmindsetperformance goalsunderrepresented minority groups

More Related Videos

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

1.6K
A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents
06:15

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

Published on: July 10, 2017

12.8K

Related Experiment Videos

Last Updated: Jun 8, 2025

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing
06:58

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Published on: January 24, 2020

7.3K
Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

1.6K
A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents
06:15

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

Published on: July 10, 2017

12.8K

Area of Science:

  • Educational Psychology
  • Social Psychology
  • Stereotype Threat Research

Background:

  • Ethnic stereotype threat negatively impacts academic achievement, particularly for underrepresented minority (URM) students.
  • Understanding the role of motivational factors like goal orientations and mindset beliefs is crucial for mitigating stereotype threat effects.

Purpose of the Study:

  • To investigate how performance goal orientations and mindset beliefs mediate the relationship between ethnic stereotype threat and academic achievement.
  • To examine if these mediating processes differ between students from underrepresented minority groups and White students.

Main Methods:

  • Multigroup analyses were conducted on a sample of 1,376 undergraduate chemistry students.
  • The study assessed perceived ethnic stereotype threat, performance-avoidance goals, and fixed mindset beliefs.
  • Statistical models examined the interplay of these variables across different student groups.

Main Results:

  • Ethnic stereotype threat was linked to lower achievement for both URM and White students.
  • Ethnic stereotype threat more strongly predicted performance-avoidance goals for URM students compared to White students.
  • Fixed mindset beliefs moderated the association between ethnic stereotype threat and performance goals for White students, with a stronger effect observed for those with a greater fixed mindset.

Conclusions:

  • While ethnic stereotype threat poses a risk to all students' achievement, motivational beliefs play a differential role.
  • Fixed mindset beliefs appear to exacerbate the negative impact of stereotype threat on White students' performance goals.
  • Interventions aimed at addressing stereotype threat may need to consider group-specific motivational factors.