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Truth or Myth? Stereotype Effect vs. Reality

Truth or Myth? Stereotype Effect vs. Reality. Performance Results. The race gap in standardized test scores is prominent in the SAT Verbal SAT Score and Math SAT Score Distributions of Applicants to Five Selective Institutions, by Race, 1989. Stereotypes . Must exist for a reason

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Truth or Myth? Stereotype Effect vs. Reality

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  1. Truth or Myth?Stereotype Effect vs. Reality

  2. Performance Results The race gap in standardized test scores is prominent in the SAT • Verbal SAT Score and Math SAT Score Distributions of Applicants to Five Selective Institutions, by Race, 1989

  3. Stereotypes • Must exist for a reason • Are they half-truths? •  really no true answer. • Very complicated answer, with several factors to consider.

  4. Performance Testing • Procedure: 32 black, 27 white undergraduates took an exchange for pay course. • Verbal test performance was given with a Black experimenter as well as a White experimenter

  5. Results • White participants—no difference • Black participants- -Underperformed when the test was given by a white experimenter -Performed just as well as their white counterparts when given by black experimenters

  6. Why? • Black participants felt a ‘threat in the air’ • Had to do with the stereotype of how they thought others perceived their academic ability • [shows that stereotype threat can be consciously accessed]

  7. Why? Other factors • Reasons for immigration • Voluntary vs. involuntary • Those who seek a better life • Those who came through enslavement/ colonization

  8. Attitude Adjustment • Those that came to enhance life, viewed schooling as a step in the right direction. • Those that came due to enslavement viewed school as a threat to their cultural self.

  9. Support • Certain minorities relied more heavily on teacher support, and teacher attitude towards their academic potential • Student performance of “mastery” achievement orientation could be predicted by the amount of positive rapport received by student.

  10. References • Brislin, R., Worthley, R. & Macnab, B. (2006). Group & Organizational Management, 31, 40-55. • Geary, D. C. (1996). International differences in mathematical achievement: Their nature, causes, and consequences. Current Directions in Psychological Science, 5, 133-137. • Lu, L. & Bigler, E. D. (2002). Normative data on trail making test for neurologically normal, Chinese-speaking adults. Applied Neuropsychology, 9, 219-225. • Marx, D. M., & Goff, P. A. (2005). Clearing the air: The effect of experimenter race on target’s test performance and subjective experience. British Journal of Social Psychology, 44, 645-657. • Nasir, S.N. (2004). When culture is not in the students, and learning is not in the head. Human Development, 47, 108-116 • Sternberg, R. J., Grigorenko, E. L., & Kidd, K. K. (2005). Intelligence, race, and genetics. American Psychologist, 60, 46-59. • Strage, Amy. Social and academic integration an college success: similarities and differences as a function of ethnicity and family educational background. College Student Journal, 33. • Suzuki, L., & Aronson, J. (2005). The cultural malleability of intelligence and its impact on the racial/ethnic hierarchy. Psychology, Public Policy, and Law, 11, 320-327. • Nisbett, R. E. (2005). Heredity, environment, and race differences in iq. Psychology, 11, 302-310.

  11. Solutions • 1. http://www.claymath.org/millennium/P_vs_NP/ • 2. D • 3.Let's assume that HM = Human and                            HR = Horse HM + HR = 74 2HM + 4HR = 196 (2HM + 4HR) - (2 HM + 2HR) = 196 - 148 2HR = 48 HR = 24 HM + (24) = 74 HM = 74 - 24 HM = 50 • So, the solution is 24 horses and 50 humans.

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