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      An Agenda for Future Research on Applicant Reactions to Selection Procedures: A Construct-Oriented Approach

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      International Journal of Selection and Assessment

      Wiley-Blackwell

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          Most cited references 34

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          Stereotype Threat and Women's Math Performance

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            Stereotype threat and the intellectual test performance of African Americans.

            Stereotype threat is being at risk of confirming, as self-characteristic, a negative stereotype about one's group. Studies 1 and 2 varied the stereotype vulnerability of Black participants taking a difficult verbal test by varying whether or not their performance was ostensibly diagnostic of ability, and thus, whether or not they were at risk of fulfilling the racial stereotype about their intellectual ability. Reflecting the pressure of this vulnerability, Blacks underperformed in relation to Whites in the ability-diagnostic condition but not in the nondiagnostic condition (with Scholastic Aptitude Tests controlled). Study 3 validated that ability-diagnosticity cognitively activated the racial stereotype in these participants and motivated them not to conform to it, or to be judged by it. Study 4 showed that mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic. The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed.
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              Video-based versus paper-and-pencil method of assessment in situational judgment tests: subgroup differences in test performance and face validity perceptions.

              On the basis of a distinction between test content and method of testing, the present study examined several conceptually and practically important effects relating race, reading comprehension, method of assessment, face validity perceptions, and performance on a situational judgement test using a sample of 241 psychology undergraduates (113 Blacks and 128 Whites). Results showed that the Black-White differences in situational judgment test performance and face validity reactions to the test were substantially smaller in the video-based method of testing than in the paper-and-pencil method. The Race x Method interaction effect on test performance was attributable to differences in reading comprehension and face validity reactions associated with race and method of testing. Implications of the findings were discussed in the context of research on adverse impact and examinee test reactions.
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                Author and article information

                Journal
                International Journal of Selection and Assessment
                Int J Selection & Assessment
                Wiley-Blackwell
                0965-075X
                1468-2389
                March 2004
                March 2004
                : 12
                : 1-2
                : 9-23
                Article
                10.1111/j.0965-075X.2004.00260.x
                © 2004

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