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Tesi sul tema "Stereotype"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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1

Hall, Leslie. "Facebook and Stereotypes: How Facebook Users Process Stereotype-Consistent and Stereotype-Inconsistent Information with Varying Cognitive Loads." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/668.

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This study builds on previous research analyzing the effects of cognitive busyness on recall of stereotype-consistent and stereotype-inconsistent information by examining the real-world context of Facebook profiles. College students (N = 160) were randomly assigned to either a cognitively busy or unbusy condition. They then looked at either the profile of an African-American male or female target. After, they were given a recall test to assess the number of stereotype-consistent and stereotype-inconsistent descriptors correctly recalled. Results were expected to show that participants recalled

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2

Kim, Kwangok. "Developing a stereotype index of gender role stereotypes in television advertising /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1068248591&sid=25&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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3

Nussbaum, Arthur David. "Confronting stereotype threat : the motivation to disprove and avoid confirming stereotypes /." May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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4

Eckert, Christine. "Stereotype Threat." Ruprecht-Karls-Universität, 2014. https://ul.qucosa.de/id/qucosa%3A15350.

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Stereotype Threat wird definiert als ein Gefühl der Bedrohung, das Personen in einer Situation erleben, in der sie befürchten, aufgrund eines negativen Stereotyps über ihre Gruppe beurteilt zu werden bzw. durch ihr Verhalten das Stereotyp unbeabsichtigterweise zu bestätigen. Der Begriff geht auf Claude M. Steele und Joshua Aronson zurück. Stereotype Threat kann als ein situatives Dilemma bezeichnet werden, das bei Mitgliedern stigmatisierter Gruppen in Testsituationen kurzfristig zu signifikanten Leistungseinbußen führen kann. Es kann auch bei anderen Wahlentscheidungen auftreten. Empirisch ge

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5

Eckert, Christine. "Stereotype Threat." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-219437.

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Stereotype Threat wird definiert als ein Gefühl der Bedrohung, das Personen in einer Situation erleben, in der sie befürchten, aufgrund eines negativen Stereotyps über ihre Gruppe beurteilt zu werden bzw. durch ihr Verhalten das Stereotyp unbeabsichtigterweise zu bestätigen. Der Begriff geht auf Claude M. Steele und Joshua Aronson zurück. Stereotype Threat kann als ein situatives Dilemma bezeichnet werden, das bei Mitgliedern stigmatisierter Gruppen in Testsituationen kurzfristig zu signifikanten Leistungseinbußen führen kann. Es kann auch bei anderen Wahlentscheidungen auftreten. Empirisch ge

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6

Keller, Kyle Tinnell. "THE ROLE OF PERSONAL IDENTITY IN STEREOTYPE THREAT SPORTS STEREOTYPES AND VIRTUAL WORLDS." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192500.

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7

Thiem, Kelsey. "Gender stereotypes and academic performance : the influence of salient role models on stereotype validation." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2283.

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People commonly seek out role models when they want to achieve their goals because role models help people believe that success is possible and demonstrate how to achieve it. Because seeking out role models is a common occurrence, a great deal of research has been devoted to understanding the effects that they can have on those who look up to them. One effect that has not been previously examined is the extent to which role models can affect people’s certainty in their previous performance perceptions. Evaluative certainty is often increased for people when their performance perceptions are co

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8

Calvini, Guglielmo. "Stereotype automaticity? I can't see it : stereotype automatic activation and visual attention." Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396676.

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9

Rush, Ladonna Lewis. "Stereotyping in black and white : differences in stereotype knowledge and stereotype use /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1997.

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10

Wade, Martha Leslie. "Behavioral assimilation and nested social categories exploring gender stereotype priming and stereotype threat /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181243878.

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11

Szilágyi, Tomáš. "Gendrové stereotypy v reklame." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-77891.

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This thesis is focused on gender stereotypes commonly displayed in television commercials. It examines, in what typical ways are male and female roles presented and to what kind of commercials is usually assigned to. Whole thesis is divided in two parts. First, theoretical part, explains basic terminology and discusses gender aspects present in media and advertisment. Second, practical part is composed of two main experimental methods. First one, quantitative content analysis is focused on gender stereotypes in 160 television commercials. Second one, consists of evaluation of 60 questionnaires

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12

Westman, Malin. "Att bryta mot stereotypen : Fyra icke-stereotyper på arbetsplatsen berättar." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-60840.

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Syftet med uppsatsen är att utifrån kvalitativ data synliggöra perspektiv på genus och könsstereotyper, i kombination med organisation. Empirin utgår från fyra informanters perspektiv på dessa frågor, med utgångspunkt från deras egen arbetssituation. Grunden i intervjuerna har varit hur informanterna ställer sig till det faktum att de befinner sig i minoritet könsmässigt på arbetsplatsen och hur detta påverkar arbetssituationen, samt vad som gjort att de valt att bryta könsmönstret i ett annars segregerat arbetsliv. Teorin tar sin utgångspunkt i skapandet av kön och genus i kombination med org

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13

Thompson, Taylor Lee. "Portrait of a stereotype Asian Americans' experiences with the model minority stereotype during adolescence /." Winston-Salem, NC : Wake Forest University, 2009. http://dspace.zsr.wfu.edu/jspui/handle/10339/42602.

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14

Elizaga, Ronald A. "Eliciting stereotype challenge and stereotype threat effects within the context of women's math performance." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1132057268.

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15

Tausch, Nicole. "Determinants of stereotype change and prejudice reduction : perceiver characteristics, stereotype content, and intergroup context." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424736.

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16

Elizaga, Ronald A. "ELICITING STEREOTYPE CHALLENGE AND STEREOTYPE THREAT EFFECTS WITHIN THE CONTEXT OF WOMEN’S MATH PERFORMANCE." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1132057268.

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17

Yeung, Nai Chi Psychology Faculty of Science UNSW. "Stereotype threat behind the wheel." Awarded by:University of New South Wales. School of Psychology, 2006. http://handle.unsw.edu.au/1959.4/26242.

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Abstract (sommario):

Stereotype threat refers to the pressure that individuals feel when they are at risk of confirming a demeaning stereotype about themselves. Research has found that stereotype threat impairs performance on cognitive-based tasks by inducing mental interference (e.g., Schmader & Johns, 2003). This thesis hypothesised that this finding would generalise to driving and that drivers who are better able to inhibit cognitive interference (i.e., with better inhibitory ability) would be less susceptible to the disruptive effect of stereotype threat than drivers who are less able (i.e., with poorer inhibi

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18

Bos, Arne van den. "Why we stereotype influences how we stereotype self-enhancement and comprehension effects on social perception /." [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2008. http://irs.ub.rug.nl/ppn/.

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19

Stein, Renee. "Negative age stereotypes and older adults' memory performance : an examination of age stereotype activation and underlying mechanisms." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/29329.

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20

Aktan, Timucin. "Compensatory Nature Of Mixed Stereotypes: An Investigation Of Underlying Mechanisms In The Framework Of Stereotype Content Model." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614349/index.pdf.

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The present dissertation aims to investigate cognitive and motivational underpinnings of stereotype contents in differing contexts. This dissertation consisted of two related sections. In the first section, comparison was suggested as the cognitive process underlying the implicit competence and warmth attributions toward businesswomen and homemakers. Four studies using Go/No Go Association Task were conducted to investigate the comparison process. Findings of the studies indicated that comparison has a significant impact on implicit mixed stereotypes. Implicit mixed stereotypes were not observ

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21

Young, Kelcei. "And the Stereotype Award Goes to...: A Comparative Analysis of Directors using African American Stereotypes in Film." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609173/.

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This study examines African American stereotypes in film. I studied six directors, Kathryn Bigelow, Spike Lee, the Russo Brothers, Ryan Coogler, Tate Taylor, and Dee Rees; and six films Detroit, BlacKkKlansman, Captain America: The Winter Soldier, The Help, and Mudbound. Using the framework of critical race theory and auteur theory, I compared the common themes between the films and directors. The main purpose of my study is to see if White or Black directors predominantly used African American stereotypes. I found that both races of directors rely on stereotypes for different purposes. With B

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22

Allen, Ben. "Threatening the Heart and Mind of Gender Stereotypes: Can Imagined Contact Influence the Physiology of Stereotype Threat?" Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/27746.

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Research shows that when a gender stereotype is made salient and the target of the stereotype is asked to perform in the stereotyped domain, targets of the stereotype often perform at a lower level compared to situations when the stereotype was not made salient (Spencer, Steele, & Quinn, 1999). Current models of stereotype threat show that increased physiological arousal and reduced working memory capacity partially explain this decrement in performance (Ben-Zeev, Fein, & Inzlicht, 2005; Schmader, Johns, & Forbes, 2008). Furthermore, the noticeable absence of female faculty and students in m

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23

Dover, Tessa L. "Confirming the Stereotype: How Stereotype Threat, Performance Feedback, and Academic Identification affect Identity and Future Performance." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/187.

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This study investigates the post-performance effects of stereotype threat. Undergraduate students (N = 130) classified as either strongly- or weakly- identified with academics were told a diagnostic anagram task either typically shows poorer performance for their gender (stereotype threat) or no gender differences (no stereotype threat), and received arbitrary positive or negative feedback on an initial task. They later performed a second anagram task. Results indicate a 2-way interaction between stereotype threat and academic identification among those who received negative feedback. Negative

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24

Francis, Judith A. "Relationship between dysphoria and stereotype utilization." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0028/NQ49259.pdf.

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25

Nadler, Joel T. "Positive stereotype threat in social groups /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240700731&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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26

Buhaly, Brianna. "Perpetuating PMS: What Supports the Stereotype?" Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/300.

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This study investigated how the problematic construct of premenstrual syndrome (PMS) is sustained and perpetuated in our culture. A main effect of gender priming on the number of PMS symptoms recalled from a description suggests that priming activates relevant stereotypes, leading to selective attention to stereotype-consistent information, reinforcing the held stereotypes. An interaction between gender priming and type of description (a woman experiencing PMS, a woman experiencing headaches, or a man experiencing headaches) on the number of pathological conditions ascribed to the woman or man

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27

Goodman, Ruth L. "Processing and communicating stereotype-relevant information." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493425.

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This thesis investigates how stereotype information is processed and communicated. People typically display slower reading times for information that is inconsistent with their knowledge about the world compared to information that is consistent with their klowledge about the world. This thesis considers whether such a congruency effect emerges when individuals read information about behaviours that pertain to cultural stereotypes. The immediacy of such effects and the influence of directing participants' focus to the stereotype-relevant of what they read was also examined.

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28

King, Kenya Latonya. "Stereotype Threat and Survey Response Bias." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50814.

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Stereotype threat is the threat of confirming a negative stereotype about a group with which a person identifies. Researchers have found that stereotype threat can result in underperformance in multiple domains, shifts in social behavior, and shifts in assessed implicit attitudes, the likelihood of which increases as an individual's concern about the domain of interest increases. According to theory, this threat can be "alleviated",thereby diminishing or eliminating its impact. In this project, over the course of two experiments, the impact of stereotype threat and stereotype threat-alleviatio

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29

McCormick, Regina Ann. "Stereotype Threat and Racial Identity Attitudes." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123618206.

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30

Strand, Elizabeth A. "Gender Stereotype Effects in Speech Processing." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1380895028.

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31

Tagler, Michael J. "Stereotype threat : prevalence and individual differences /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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32

Rubenstein, Adam Jack. "The ability to form stereotypic associations during infancy : a cognitive look at the basis of the "beauty is good" stereotype /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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33

Gabor, Elena. "The stereotype caravan: Assessment of stereotypes and ideology levels used to portray Gypsies in two European feature films." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/34160.

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The dominant ideology in Eastern Europe has kept and still keeps Roma people at the lowest level of society through a long list of negative stereotypes and active discrimination. Up to the end of the twentieth century, cinematography tended to portray Gypsies as an exotic element in romantic settings, avoiding social and political issues like poverty, discrimination and marginalization. The fall of communism marked a change, as more films dared to speak against the dominant ideology. This thesis examines the socio-cultural stereotypes used to portray the Gypsies and the levels of ideology pres

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34

Hauke, Peter [Verfasser], Alexandra [Akademischer Betreuer] Isaksson, and Nicolas [Akademischer Betreuer] Rüsch. "Auswirkungen von Stereotype Threat (deutsch: Bedrohung durch Stereotype) auf die Arbeitsgedächtnisleistung bei Menschen mit Depression in der Vorgeschichte." Freiburg : Universität, 2018. http://d-nb.info/116134005X/34.

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35

Kaufmehl, Jan [Verfasser], and Nicolas [Akademischer Betreuer] Rüsch. "Auswirkungen von Stereotype Threat (zu Deutsch „Bedrohung durch Stereotype“) auf Emotionserkennung bei Menschen mit Depression in der Vorgeschichte." Freiburg : Universität, 2017. http://d-nb.info/1152210319/34.

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36

Forbes, Chad Edward. "Lessons Learned from a Clockwork Orange: How Retraining Implicit Attitudes and Stereotypes Affects Motivation and Performance under Stereotype Threat." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195809.

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While evidence suggests stereotype threat effects invade conscious levels of processing, less is known about the role that implicit processes play in stereotype threat. Results from four studies indicate that implicit attitudes and stereotypes play a unique role in motivation and performance in stereotype threatening contexts. Women trained to have positive implicit math attitudes exhibited increased math motivation in general (Study 1). This effect was magnified among stereotype threatened women when negative stereotypes had either been primed subtly (Study 2) or implicitly reinforced (Stu

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37

Little, Jane Kathryn. "The acquisition of gender stereotype component links." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28105.

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Deaux and Lewis (1984) have proposed that stereotypes be viewed as linked components, each encompassing specific content domains (such as beliefs about appearance, preferences, occupations and traits). Each component has a masculine and a feminine version. Adults are able to use the stereotyped associative links between items in the same component and those between items in different components to make judgments about individuals' behaviors and characteristics based on minimal information. The present study examined the acquisition of these associative connections in the gender stereotypes of

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38

Hall, William. "Stereotype threat impairs the feeling of learning." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42978.

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The present study examined stereotype threat impairments on stigmatized learners’ ability to develop conscious awareness of what they have learned, even when learning has taken place. To test this, participants completed a task where learning is initially implicit but the “feeling of learning” develops with greater experience. Participants were female undergraduates who completed an implicit category learning task under threat or control conditions. Across 192 trials, participants made a category choice, rated their confidence in the choice, and received feedback. Although participants in both

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39

Liekweg, Joseph R. "An Analysis of Competing Stereotype Threat Theories." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/787.

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This paper investigates the literature on stereotype threat theory. Looking for an explanation for achievement gaps in standardized testing and mathematics, Claude Steele and Elliot Aronson conducted a study in 1995 which introduced the term “stereotype threat” to the psychological community. It was hypothesized by Steele and Aronson that stereotype threat is cause by the anxiety that results from a fear of conforming to a negative stereotype that directly affects an individual in a domain with which they identify. Stereotype threat can have extremely detrimental effects on individuals. Since

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40

Pocius, Kym Elizabeth. "Occupational stereotype accuracy and adolescents' identity formation." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400071979.

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41

Rosenblum, Ari M. "Gender Nonconformity and the Stereotype Content Model." Oberlin College Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1528377926660424.

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42

Williams, Andre. "Stereotype Logit Models for High Dimensional Data." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/147.

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Gene expression studies are of growing importance in the field of medicine. In fact, subtypes within the same disease have been shown to have differing gene expression profiles (Golub et al., 1999). Often, researchers are interested in differentiating a disease by a categorical classification indicative of disease progression. For example, it may be of interest to identify genes that are associated with progression and to accurately predict the state of progression using gene expression data. One challenge when modeling microarray gene expression data is that there are more genes (variables) t

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43

Sturdivant, Manasia. "Fulfilling Positive Stereotypical Expectations, Performance Boosts or Performance Decrements?" Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83597.

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There is plenty of research on effects of negative stereotypes on performance, but less is known about effects of positive stereotypes. Research examining effects of positive stereotypes on performance has found mixed, often competing, results; positive stereotypes have been shown to lead to performance decrements, performance boosts, both boosts and decrements, or neither. One goal of the current study was to examine how domain identification, mode of stereotype activation, group membership of social referents, and valence of performance feedback (i.e. threat salience antecedents) influence w

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44

Hunt, Jennifer Shannon. "The effects of individuating information on stereotype activation /." ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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45

Colarieti-Tosti, Massimiliano. "The "best language" stereotype threat : A pilot study." Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1215.

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<p>This work should be seen as a pilot study of the effect that the common-sense based statement that one understands and learns best in their best language has on pupils in Swedish schools.</p><p>A number of students have been given a mathematical test in the language they use for their normal school activities, and that is not their mother tongue. Some of them (approximately 50%) were led to believe this particular test to be language fair. Their average score on the test has then been compared to the average score on the same test of the remaining 50% students who considered the test a norm

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46

Jandrucko, Sarah K. (Sarah Kutz). "Stereotype Vulnerability in Elementary Aged African American Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278149/.

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This study explores a link between "stereotype vulnerability" and the documented under performance of African American students on standardized tests. The subjects were 41 third grade African American students matched according to language arts grades with 41 third grade Anglo students. The students were from predominately middle class suburban schools, with similar educational experiences. The data suggest that third grade African American and Anglo students from predominately middle class schools, with approximately equivalent language arts grades and similar educational experiences, will

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47

Prasad, Ambika Marshall Linda L. "Stereotype threat in India gender and leadership choices /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5128.

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48

Hawley, Richard. "Women in Greek drama : speech, status and stereotype." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365565.

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49

Lock, ZoeÌˆ. "Performance and flexibility of stereotype-based user models." Thesis, University of York, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424534.

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Alisharan, Shalani E. "Self-focus as a mediator of stereotype threat." Thesis, Loughborough University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289529.

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