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Coping with Negative Stereotypes about Intellectual Performance: The Role of Psychological Disengagement

University of California, Santa Barbara, major{at}psych.ucsb.edu

Steven Spencer

Hope College

Toni Schmader

University of California, Santa Barbara

Connie Wolfe

University of Michigan

Jennifer Crocker

University of Michigan

Two experiments tested the hypothesis that members of negatively stereotyped groups psychologically disengage their self-esteem from feedback received in stereotype-relevant domains. In both experiments, African American and European American college students received performance feedback on a bogus intelligence test and completed measures of self-esteem. In Experiment 1, European American students had higher self-esteem after success than after failure, whereas African American students had similar levels of self-esteem regardless of feedback. Whether the test had been described as racially biased or culturally fair had no effect. Experiment 2 examined the extent to which lesser responsivity among African Americans is the result of chronic disengagement from intelligence tests or situational disengagement initiated by priming racial stereotypes. Results indicate that both chronic disengagement and racial priming engender less responsivity to negative performance feedback among African American, but not European American, students. Performance expectancies, self-evaluations, and beliefs about test bias are discussed as possible mediators of this relationship.

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