French-arab students and verbal intellectual performance: Do they really suffer from a negative intellectual stereotype?

European Journal of Psychology of Education

Volumn 24, Issue 2, 2009, Pages 219-234

  Chateignier, Cindy ^a   Dutrévis, Marion ^b,d   Nugier, Armelle ^c,e   Chekroun, Peggy ^a  

^a UNIVERSITÉ PARIS OUEST NANTERRE LA DÉFENSE   (France)

^b UNIVERSITY OF GENEVA   (Switzerland)

^c UNIVERSITÉ CLERMONT AUVERGNE   (France)

^d Université de Paris Ouest Nanterre la Défense ^*  (Switzerland)

^e UNIVERSITÉ BLAISE PASCAL   (France)

Author keywords

French arab students; Implicit stereotypes; Intellectual performance; Stereotype threat

Indexed keywords

EID: 67650492560     PISSN: 02562928     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03173013     Document Type: Article

References (71)

1. Allport, G.W. (1954). The nature of prejudice. Cambridge, MA: Addison-Wesley.
2. Akrami, N., Ekehammar, B., & Araya, T. (2000). Classical and modern racial prejudice: A study of attitudes toward immigrants in Sweden. European Journal of Social Psychology, 30, 521 - 532.
3. Ambady, N., Shih, M., Kim, A., & Pittinsky, T. L. (2001). Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science, 12, 385-390.
4. Aronson, J., Lustina, M.J., Good, C, Keough, K., Steele, CM., & Brown, J. (1999). When White men can't do math: Necessary and sufficient factors in stereotype threat. Journal ofExperimental Social Psychology, 35,29-46.
5. Beilock, S.L., Rydell, R.J., & McConnell, A.R. (2007). Stereotype threat and working memory: Mechanisms, alleviations, and spillover. Journal ofExperimental Psychology: General, 136, 256-276.
6. Blanton, H., Jaccard, J., Gonzales, P.M., & Christie, C. (2006). Decoding the implicit association test: Implications for criterion prediction. Journal of Experimental Social Psychology, 42, 192-212.
7. Bonnot, V., & Croizet, J.-C. (2007). Stereotype internalization and women's math performance: The role of interference in working memory. Journal of Experimental Social Psychology, 43, 857-866.
8. Cadinu, M., Maass, A., Rosabianca, A., & Kiesner, J. (2005). Why do women underperform under stereotype threat? Psychological Science, 16,572-578.
9. Crocker, J., Major, B., & Steele, CM. (1998). Social stigma. In D. Gilbert, S.T. Fiske, & G. Lindzey (Eds.), Handbook ofsocial psychology. Boston, MA: McGraw Hill.
10. Croizet, J.-C, & Claire, T. (1998). Extending the concept of stereotype threat to social class: The intellectual underperformance of students from low socioeconomic backgrounds. Personality and Social Psychology Bulletin, 24, 588-594.
11. Croizet, J.-C, & Dutrevis, M. (2004). Socioeconomic status and intelligence: Why test scores do not equal merit. Journal of Poverty: Innovations on Social, Political & Economic Inequalities, 8,91-108.
12. Croizet, J.-C, Claire, T., & Dutrevis, M. (2002). Le poids des reputations dans la reproduction des inegalites sociales. In J.-L. Beauvois, R.-V. Joule, & J.-M. Monteil (Eds.), Perspectives cognitives et conduites sociales (vol. 8, pp. 181-192). Rennes: Presses Universitaires de Rennes.
13. Croizet, J.-C, Despres, G., Gauzins, M.-E., Huguet, P., Leyens, J.-P., & Meot, A. (2004). Stereotype threat undermines performance by triggering a disruptive mental load. Personality and Social Psychology Bulletin, 30,588-594.
14. Dambrun, M., & Guimond, S. (2003). Les mesures implicites et explicites des prejuges et leur relation: Developpements recents et perspectives theoriques. Les Cahiers Internationaux de Psychologie Sociale, 57,52-73.
15. Dambrun, M., & Guimond, S. (2004). Implicit and explicit measures of prejudice and stereotyping: Do they assess the same underlying knowledge structure? European Journal of Social Psychology, 34, 663-676.
16. Devine, P.G. (1989). Stereotypes and Prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology, 56, 5-18.
17. Devine, P.G., & Elliot, A.J. (1995). Are racial stereotypes really fading? The Princeton trilogy revisited. Personality and Social Psychology Bulletin, 27(11), 1139-1150.
18. Dronkers, J., & Levels, M. (2007). Do school segregation and school resources explain region-of-origin differences in the mathematics achievement of immigrant students? Educational Research and Evaluation, 13(5), 435-462.
19. Dutrevis, M. (2004). Statut social et reputations d'inferiorite intellectuelle: Quand la gestion de I'image de soi altere la performance. These de doctorat. Universite Blaise Pascal, Clermont-Ferrand, France.
20. Eccles-Parsons, J., Adler, T., Futterman, R., Goff, S.B., Kaczala, CM., Meece, J.L., et al. (1983). Expectations, values, and academic behaviors. In J.T. Spence (Ed.), Perspective on achievement and achievement motivation (pp. 75- 146). San Fransisco: W.H. Freeman.
21. Embretson, S.E., & Schmidt McCollam, K.M. (2000). Psychometric approaches to understanding and measuring intelligence. In R.J. Sternberg (Ed.), Handbook of intelligence (pp. 423-444). Cambridge: Cambridge University Press.
22. Educational Testing Service. (1999). Practicing to take the general test. Princeton, New Jersey.
23. Fazio, R.H., & Olson, M.A. (2003). Implicit measures in social cognition research: Their meaning and use. Annual Review of Psychology, 54,297-327.
24. Felouzis, G., Liot, F., & Perroton, J. (2005). L 'apartheid scolaire: Enquête sur la ségrégation ethnique dans les colleges. Paris: Seuil.
25. Fiedler, K., Messner, C., & Bluemke, M. (2006). Unresolved problems with the "I", the "A", and the "T": A logical and psychometric critique of the Implicit Association Test (IAT). European Review of Social Psychology, 17, 74-147.
26. Fiske, S.T., Cuddy, A.J.C., Glick, P., & Xu, J. (2002). A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. Journal of Personality and Social Psychology, 82, 878-902.
27. Fiske, T., Xu, J., Cuddy, A., & Glick, P. (1999). (Disrespecting versus (dis)liking: Status and interdependence predict ambivalent stereotypes of competence and warmth. Journal of Social Issues, 55,473-491.
28. Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Prentice Hall, Englewood Cliffs, NJ.
29. Greenwald, A.G., McGhee, D.E., & Schwartz, J.L.K. (1998). Measuring individual differences in implicit cognition: The Implicit Association Test. Journal of Personality and Social Psychology, 74, 1464-1480.
30. Greenwald, A.G., McGhee, D.E., & Schwartz, J.L.K. (2003). Understanding and using the Implicit Association Test: An improved scoring algorithm. Journal of Personality and Social Psychology, 85,197-216.
31. Greenwald, A.G., Nosek, B.A., & Banaji, M.R. (2003). Understanding and using the Implicit Association Test: I. An improved scoring algorithm. Journal of Personality and Social Psychology, 85(2), 197-216.
32. House, J.D., & Johnson, J.J. (2002). Predictive validity of the graduate record examination advanced psychology test for grade performance in graduate psychology courses. College Student Journal, 36(1), 5.
33. Huguet, P., & Regner, I. (2007). Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances. Journal of Educational Psychology, 99, 545-560.
34. Insee. (2005). Les immigres en France. Paris: Insee-References.
35. Jost, J.T., & Kay, A.C. (2005). Exposure to benevolent sexism and complementary gender stereotypes: Consequences for specific and diffuse forms of system justification. Journal of Personality and Social Psychology, 88,498-509.
36. Karlins, M., Coffman, T.L., & Walters, G. (1969). On the fading of social stereotypes: Studies in three generations of college students. Journal of Personality and Social Psychology, 13, 1-16.
37. Katz, D., & Braly, K. (1933). Racial stereotypes in one hundred college students. Journal of Abnormal and Social Psychology, 28, 280-290.
38. Kay, A.C, & Jost, J.T. (2003). Complementary justice: Effects of "poor but happy" and "poor but honest" stereotype exemplars on system justification and implicit activation of the justice motive. Journal of Personality and Social Psychology, 85, 823-837.
39. Kiefer, A. K., & Sekaquaptewa, D. (2007). Implicit stereotypes and women's math performance: How implicit gender- math stereotypes influence women's susceptibility to stereotype threat. Journal of Experimental Social Psychology, 43, 825-832.
40. Lacassagne, M.-F., Sales-Wuillemin, E., Castel, P., & Jebrane,? (2001). La categorisation d'un exogroupe. Papers on Social Representations, 10(1), 1-7.11.
41. Levels, M., & Dronkers, J. (2006). Verschillen in wiskundekennis in hoog ontwikkelde landen van Europa, Australig en Nieuw-Zeeland, tussen eerste- en tweede-generatie immigrantenleerlingen uit verschillende herkomstregio's en autochtone leerlingen [Differences in Math skills in highly developed countries of Europe, Australia and New Zealand, between first- and second-generation immigrant students from various regions of origin and native students]. In R. Bosman & Waslander (Eds.), Over kansen, competenties en cohesie. Kanttekeningen bij dertigjaar onderwijs- sociologie (pp. 53-76). Assen, The Netherlands: Van Gorcum [An English version will be published in Ethnic and Racial Studies (2008) and is already available at http://www.iue.it/ Personal/Dronkers/English/Peschar.PDF].
42. Leyens, J.-P., Desert, M., Croizet, J.-C, & Darcis, C. (2000). Stereotype threat: Are lower status and history of stigmatization preconditions of stereotype threat? Personality and Social Psychology Bulletin, 26,1189-1199.
43. Lippmann, W. (1922). Public Opinion. New York: Harcourt & Brace.
44. Marx, D.M., Brown, J.L., & Steele, CM. (1999). Allports legacy and the situational press of stereotype. Journal of Social Issues, 55,491 -502.
45. Marx, D.M., Stapel, D.A., & Muller, D. (2005). We can do it: The interplay of construal orientation and social comparison under threat. Journal of Personality and Social Psychology, 88,432-446.
46. Martinot, D., & Audebert, 0. (2003). Relation entre estime de soi et identification ethnique dans des contextes scolaires menacants pour 1'identitE ethnique des Aleves. Cahiers Internationaux de Psychologie Sociale, 58, 28-38.
47. Neely, J.H. (1977). Semantic priming and retrieval from lexical memory: Roles of inhibitionless spreading activation and limited-capacity attention. Journal of Experimental Psychology, 106, 226-254.
48. Nisbett, R.E., & Wilson, T.D. (1977). Telling more than we can do: Verbal reports on mental processes. Psychological Review, 84,231-259.
49. Observatoire des Inégalités. (2007, aofît 21). Les éléves d'origine étrangére: Lepoids des difficultés sociales. Retrieved Février 07,2008, from htlp://www.inegalites.fr/spip.php?article309&id-mot=84
50. Organisation de Coopération et de Développement Economiques. (2003, décembre). Apprendre aujourd'hui, réussir demain. Premiers résultats de PISA 2003. Retrieved Février 10, 2007, from http://www.pisa.oecd.org/document/ 44/0,3343,en-3225235-32236173- 36599916-1-1-1-1,00.html
51. Raven, J.C. (1962). Advancedprogressive matrices, Sets I andII. London: H.K. Lewis.
52. Regner, I., & Loose, F. (2006). Relationship of sociocultural factors and academic self-esteem to school grades and school disengagement in North African French adolescents. British Journal of Social Psychology, 45,777-797.
53. Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt.
54. Schmader, T. (2002). Gender identification moderates stereotype threat effects on women's math performance. Journal ofExperimental Social Psychology, 38, 194-201.
55. Schmader, T., & Johns, M. (2003). Converging evidence that stereotype threat reduces working memory capacity. Journal of Personality and Social Psychology, 85,440-452.
56. Schmader, T., Johns, M., & Barquissau, M. (2004). The cost of accepting gender differences: The role of stereotype endorsment in women's experience in the math domain. Sex Roles, 50, 835-850.
57. Sniff™, R.M., & Dumais, S.T. (1981). The development of automatism. In J.R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 111-140). Hillsdale, NJ: Erlbaum.
58. Shih, M., Pittinsky, T.L., & Ambady, N. (1999). Stereotype susceptibility: Identity salience and shifts in quantitative performance. Psychological Science, 10, 80-83.
59. Spencer, S.J., Steele, CM., & Quinn, D.M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35,4-28.
60. Steele, CM. (1992). Race and the schooling of black Americans. TheAthlantic Monthly, 68-78.
61. Steele, CM. (1997). A threat in the air: How stereotypes shape the intellectual identities and performance of women and African Americans. American Psychologist, 52,613-619.
62. Steele, CM., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.
63. Steele, CM., Spencer, S.J., & Aronson, J. (2002). Contending with group image: The psychology of stereotype threat and social identity theory. In M.P. Zanna (Ed.), Advances in Experimental Social Psychology. San Diego, CA: Academic Press.
64. Stone, J., Lynch, C.I., Sjomeling, M., & Darley, J.M. (1999). Stereotype threat effects on black and white athletic performance. Journal of Personality and Social Psychology, 77, 1213-1227.
65. Walton, G.M., & Cohen, G.L. (2003). Stereotype lift. Journal of Experimental Social Psychology, 39,456-467.
66. Wilson, T.D., Lindsey, S., & Schooler, T.Y. (2000). A model of dual attitudes. Psychological Review, 107,101-126.
67. Croizet, J.-C, & Dutrevis, M. (2004). Socioeconomic status and intelligence: Why test scores do not equal merit. Journal of Poverty: Innovations on Social, Political & Economic Inequalities, 8, 91-108.
68. Croizet, J.-C, Dutrevis, M., & Desert, M. (2002). Why do students holding non prestigious high school degrees underachieve at the university? Swiss Journal of Psychology, 61(3), 167-175.
69. Croizet, J.-C, Desert, M., DutreVis, M., & Leyens, J.-P. (2003). L'impact des reputations d'inferioritE sur les performances intellectuelles. Revue Internationale de Psychologie Sociale [International Review of Social Psychology], / (5,97-124.
70. Dutrevis, M., & Croizet, J.-C. (2005). Reputation of intellectual inferiority undermines learning efficiency. Current Research in Social Psychology, /0(8), 104-115; http://www.uiowa.edu/~grpproc/crisp/crisp.html.
71. Dutrevis, M., & Toczek, M.-C. (2007). Perception des disciplines scolaires et sexe des efeves: Le cas des enseignants et des dleves de l'ecole primaire en France. L 'Orientation Scolaire et Professionnelle, 36,379-400.