| Sign In to gain access to subscriptions and/or personal tools. |
The Role of Gender Identities and Stereotype Salience With the Academic Performance of Male and Female College AthletesUniversity of Central Florida, kharrison{at}bus.ucf.edu
University of Arizona
University of California, Los Angeles
Arizona State University
Arizona State University
University of Central Florida An experiment was conducted to examine factors that moderate the experience of academic identity threat among college athletes who represent a stigmatized group on most college campuses (Yopyk & Prentice, 2005). It was hypothesized that because they are more engaged in academics, female college athletes would be especially threatened by the prospect of confirming the "dumb-jock" stereotype. As predicted, female college athletes performed more poorly when their athletic and academic identities were explicitly linked, but only on moderately difficult test items. The results also revealed that male college athletes performed significantly better (see stereotype reactance and self-affirmation) on more difficult test items when only their athletic identity was primed prior to the test. This is an important finding as there is little research on the impact of positive stereotypes on performance. The discussion focuses on the different motivational processes (i.e. self-affirmation) that impact the academic performance of male and female college athletes when aspects of their campus identity are primed within a classroom context.
Key Words: self-affirmation • stereotypes • identity • academic performance • athletics
Journal of Sport & Social Issues, Vol. 33, No. 1,
78-96 (2009) |
|||
 |
|
|
 |
|
Sign In to gain access to subscriptions and/or personal tools.
