-calling. Specifically, when a woman acts professionally and exerts decision-making skills, coaches and student-athletes reference them as being a “bitch”. 11 , 12 The manifestation of these stereotypes in college athletics may be founded on the belief of incongruence between traditional female gender roles and job
Jessica Barrett, Alicia Pike and Stephanie Mazerolle
Daniel M. Smith and Sarah E. Martiny
Stereotypes are defined as “beliefs or associations that link whole groups of people with certain traits or characteristics” ( Kassin, Fein, & Markus, 2011 , p. 148). This definition implies that stereotypes consist of two parts; they link a group (e.g., East Africans) to specific traits and
Rachael C. Stone, Shane N. Sweet, Marie-Josée Perrier, Tara MacDonald, Kathleen A. Martin Ginis and Amy E. Latimer-Cheung
& Fiske, 2012 ). Ableism is a form of discrimination, social prejudice, and/or differential treatment toward individuals with a disability. Similar to other forms of social oppression, ableism operates consciously and subconsciously based on reinforced stereotypes that inform basic sociocognitive
Maxime Deshayes, Corentin Clément-Guillotin and Raphaël Zory
According to the stereotype threat model ( Steele, 1997 ), people may underperform on a task when thinking about the negative performance expectations for their own group (for a review in the sports field, see Chalabaev, Sarrazin, Fontayne, Boiché, & Clément-Guillotin, 2013 ; Gentile, Boca
Sian L. Beilock and Allen R. McConnell
Stereotype threat occurs when knowledge of a negative stereotype about a social group leads to less-than-optimal performance by members of that group. Although the stereotype threat phenomenon has been extensively studied in academic and cognitively-based tasks, it has received little attention in sport. This article reviews the existent literature on stereotype threat and discusses its implications for sports performance. The causal mechanisms of stereotype threat in sport are examined, followed by a discussion of why the cognitive processes thought to govern negative stereotype-induced performance decrements in academic and cognitively based tasks (e.g., GRE or SAT tests) may not unequivocally extend to sport skills. Finally, factors that should moderate the impact of stereotype threat in sport are outlined. Because stereotype threat has important consequences for athletics (e.g., impairing athletic performance, maintaining the underrepresentation of minority athletes in certain sports), it is a phenomenon that deserves greater attention in sport and exercise psychology research.
Patrick Ferrucci and Edson C. Tandoc
This study experimentally tested whether White participants (N = 274) applied stereotypes to Black and White professional quarterbacks. Using common stereotypical descriptors established in prior research, this between-subjects experiment found that while the participants did not stereotype White quarterbacks, they did apply the stereotypes of “physically strong” and “naturally gifted” to Black quarterbacks, thus othering, or using race to establish an out group. These results are interpreted through the framework of social-identity theory.
Anne Krendl, Izzy Gainsburg and Nalini Ambady
Although the effects of negative stereotypes and observer pressure on athletic performance have been well researched, the effects of positive stereotypes on performance, particularly in the presence of observers, is not known. In the current study, White males watched a video either depicting Whites basketball players as the best free throwers in the NBA (positive stereotype), Black basketball players as the best free throwers in the NBA (negative stereotype), or a neutral sports video (control). Participants then shot a set of free throws, during which half the participants were also videotaped (observer condition), whereas the other half were not (no observer condition). Results demonstrated that positive stereotypes improved free throw performance, but only in the no observer condition. Interestingly, observer pressure interacted with the positive stereotype to lead to performance decrements. In the negative stereotype condition, performance decrements were observed both in the observer and no observer conditions.
Aïna Chalabaev, Mélanie Emile, Karine Corrion, Yannick Stephan, Corentin Clément-Guillotin,, Christian Pradier and Fabienne d’Arripe-Longueville
This article presents the development and validation of the Aging Stereotypes and Exercise Scale (ASES), which measures different dimensions of aging stereotypes in the exercise domain. Drawing on past research on older adults’ perceived barriers to exercise, these dimensions include stereotypes about positive and negative exercise outcomes for older adults and about older adults’ psychological barriers to exercise (i.e., lack of self-efficacy and motivation). Four studies involving 714 participants examined the factorial structure and invariance, temporal stability, and external validity of the scale. The results supported a 3-factor model that was invariant across age. Age differences in stereotype content appeared, with older adults holding more positive stereotypes than younger adults. Also as predicted, the more older adults endorsed negative stereotypes, the lower their physical self-worth, self-rated health, and subjective age. Last, responses to the ASES appeared to be stable over a 6-wk period.
Kelsey L. Boulé and Courtney W. Mason
by taking a critical look at the core perspectives of local hunters as a method to better understand three central hunting industry issues in the historical context of hunting policy development and tourism: stereotypes about hunting and hunters; environmental sustainability of the practices; and the
Gary A. Sailes
This investigation examined the beliefs of college students regarding specific stereotypes about African American athletes and about college student-athletes. Beliefs about intelligence, academic integrity, and academic competitiveness among male college student-athletes, as well as assumptions about intelligence, academic preparation, style of play, competitiveness, physical superiority, athletic ability, and mental temperament in African American athletes, were investigated. A fixed alternative questionnaire was administered to 869 graduate and undergraduate students. The findings indicate that white and male students believe that athletes are not as intelligent as the typical college student and that they take easy courses to maintain their eligibility and that African American athletes are not academically prepared to attend college, are not as intelligent and do not receive as high grades as white athletes, and are generally temperamental. African American and female students believe that African American athletes are more competitive and have a different playing style than white athletes.