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Student-Athlete
Stereotype
Threat
at
Rice
University
Predictions
Conclusions
Kylie
Burgess,
Josh
Perez,
Donni
Staley,
Austin
Walter
Dr.
Sandra
Parsons
Department
of
Psychology
,
Rice
University,
Houston,
TX
●
Higher
athletic
identity
predicted
higher
perceived
stereotype
threat
(Feltz
et
al.,
2013).
●
Student-athletes
who
were
primed
for
their
student-athlete
identity
had
lower
academic
self-regard
scores
and
lower
test
scores
than
those
who
were
primed
for
their
student
identity
(Yopyk
&
Prentice,
2005).
●
Student-athletes
who
were
primed
for
their
athlete
identity
attempted
fewer
problems
in
a
timed
test
and
had
lower
test
scores
than
those
in
the
no
prime
condition.
Gender
did
not
make
a
difference
in
either
of
these
outcomes
(Riciputi
&
Erdal,
2017).
Backgroun
d
1.
We
predicted
that
there
would
be
a
significant
main
effect
of
athlete
status;
student-athletes
would
have
a
lower
perceived
intelligence
score
than
non-student-athletes.
2.
We
predicted
that
there
would
not
be
a
significant
interaction
between
gender
and
athlete
status.
3.
We
predicted
that
there
would
be
a
significant
interaction
of
priming
and
athlete
status;
ratings
would
be
higher
for
student-athletes
in
the
primed
group
versus
the
non
primed
group.
Future
Work
Results
References
●
Future
studies
should
investigate
which
traits
of
student-athletes
are
the
causation
of
negative
stereotypes.
Profiles
should
vary
beyond
those
of
this
study
to
hone
in
on
the
specifics
of
the
stereotype.
●
Future
studies
should
also
investigate
the
long-term
effectiveness
of
the
priming
materials
in
changing
the
negative
stereotype.
The
efficacy
of
these
materials
should
also
be
investigated
in
professors.
Method
●
Participants
completed
a
qualtrics
survey
for
course
credit.
●
Half
of
participants
were
randomly
assigned
to
receive
a
priming
condition,
where
they
would
be
asked
to
read
an
article
about
the
merits
and
skills
of
student-athletes
in
the
workforce.
●
Participants
were
then
presented
with
eight
short
profiles
about
Rice
students,
and
asked
to
rank
them
on
a
scale
of
1-10
on
a
variety
of
traits
relative
to
the
average
Rice
student.
●
Residential
college,
extracurriculars,
and
hobbies
were
varied
across
profiles
while
major
and
time
spent
working
out
was
held
constant.
●
Ratings
of
intelligence,
GPA,
and
dedication
to
academics
were
averaged
to
create
a
composite
perceived
intelligence
score
for
each
profile.
Figures
●
Gender
is
not
a
moderating
variable
for
perceived
intelligence
of
student-athletes.
●
Emphasizing
the
positive
attributes
of
student-athletes
can
change
the
perception
of
said
athletes
by
their
peers.
●
The
label
of
student-athlete
is
not
enough
to
induce
a
negative
stereotype.
There
must
be
some
other
variable
which
causes
the
known
stereotype.
F
eltz,
D.
L.,
Schneider,
R.,
Hwang,
S.,
&
Skogsberg,
N.
J.
(2013).
Predictors
of
collegiate
student-athletes’
susceptibility
to
stereotype
threat.
Journal
of
College
Student
Development,
54,
184-201.
doi:10.1353/csd.2013.0014
Riciputi,
S.,
&
Erdal,
K.
(2017).
The
effect
of
stereotype
threat
on
student-athlete
math
performance.
Psychology
of
Sport
and
Exercise,
32,
54-57.
doi:10.1016/j.psychsport.2017.06.003
Yopyk,
D.
J.
A.,
&
Prentice,
D.
A.
(2005).
Am
I
an
athlete
or
a
student?
Identity
salience
and
stereotype
threat
in
student-athletes.
Basic
and
Applied
Social
Psychology,
27,
329-336.
doi:10.1207/s15324834basp2704_5
Figure
2.
This
figure
illustrates
the
effect
of
priming
on
intelligence
rating
of
student
athletes,
with
a
rating
of
5
being
“average”
relative
to
other
Rice
students.
●
There
was
no
significant
main
effect
of
athlete
status
on
perceived
intelligence,
F(1,179)=0.194,
p
>05.
Student-athletes(M=6.057)
did
not
have
a
significantly
lower
perceived
intelligence
score
than
non-student-athletes(M=6.099).
●
There
was
no
significant
interaction
between
gender
and
athlete
status,F(1,179)=0.57,
p
>.05
●
There
was
a
significant
interaction
of
priming
and
athlete
status,
F(1,179)=4.082,
p
,.05
Student-athletes(M=6.078)
in
the
primed
condition
had
higher
perceived
intelligence
scores
than
student-athletes
in
the
not-primed
condition(M=5.845).
Figure
1.
This
figure
displays
that
there
was
no
major
impact
of
the
“student-athlete”
label
once
amount
of
athletic
training
was
controlled
for.
Student
Athlete
Stereotype
Threat
At
Rice
University
Sponsored
by:
Rice
University
&
Rice
University’s
Health,
Humanism,
and
Society
Scholars
Program
Kylie
Burgess,
Josh
Perez,
Donni
Staley,
Austin
Walters,
&
Sandra
Parsons
PhD
Student-Athlete
Stereotype
Threat
at
Rice
University
Predictions
Conclusions
Kylie
Burgess,
Josh
Perez,
Donni
Staley,
Austin
Walter
Dr.
Sandra
Parsons
Department
of
Psychology
,
Rice
University,
Houston,
TX
●
Higher
athletic
identity
predicted
higher
perceived
stereotype
threat
(Feltz
et
al.,
2013).
●
Student-athletes
who
were
primed
for
their
student-athlete
identity
had
lower
academic
self-regard
scores
and
lower
test
scores
than
those
who
were
primed
for
their
student
identity
(Yopyk
&
Prentice,
2005).
●
Student-athletes
who
were
primed
for
their
athlete
identity
attempted
fewer
problems
in
a
timed
test
and
had
lower
test
scores
than
those
in
the
no
prime
condition.
Gender
did
not
make
a
difference
in
either
of
these
outcomes
(Riciputi
&
Erdal,
2017).
Backgroun
d
1.
We
predicted
that
there
would
be
a
significant
main
effect
of
athlete
status;
student-athletes
would
have
a
lower
perceived
intelligence
score
than
non-student-athletes.
2.
We
predicted
that
there
would
not
be
a
significant
interaction
between
gender
and
athlete
status.
3.
We
predicted
that
there
would
be
a
significant
interaction
of
priming
and
athlete
status;
ratings
would
be
higher
for
student-athletes
in
the
primed
group
versus
the
non
primed
group.
Future
Work
Results
References
●
Future
studies
should
investigate
which
traits
of
student-athletes
are
the
causation
of
negative
stereotypes.
Profiles
should
vary
beyond
those
of
this
study
to
hone
in
on
the
specifics
of
the
stereotype.
●
Future
studies
should
also
investigate
the
long-term
effectiveness
of
the
priming
materials
in
changing
the
negative
stereotype.
The
efficacy
of
these
materials
should
also
be
investigated
in
professors.
Method
●
Participants
completed
a
qualtrics
survey
for
course
credit.
●
Half
of
participants
were
randomly
assigned
to
receive
a
priming
condition,
where
they
would
be
asked
to
read
an
article
about
the
merits
and
skills
of
student-athletes
in
the
workforce.
●
Participants
were
then
presented
with
eight
short
profiles
about
Rice
students,
and
asked
to
rank
them
on
a
scale
of
1-10
on
a
variety
of
traits
relative
to
the
average
Rice
student.
●
Residential
college,
extracurriculars,
and
hobbies
were
varied
across
profiles
while
major
and
time
spent
working
out
was
held
constant.
●
Ratings
of
intelligence,
GPA,
and
dedication
to
academics
were
averaged
to
create
a
composite
perceived
intelligence
score
for
each
profile.
Figures
●
Gender
is
not
a
moderating
variable
for
perceived
intelligence
of
student-athletes.
●
Emphasizing
the
positive
attributes
of
student-athletes
can
change
the
perception
of
said
athletes
by
their
peers.
●
The
label
of
student-athlete
is
not
enough
to
induce
a
negative
stereotype.
There
must
be
some
other
variable
which
causes
the
known
stereotype.
F
eltz,
D.
L.,
Schneider,
R.,
Hwang,
S.,
&
Skogsberg,
N.
J.
(2013).
Predictors
of
collegiate
student-athletes’
susceptibility
to
stereotype
threat.
Journal
of
College
Student
Development,
54,
184-201.
doi:10.1353/csd.2013.0014
Riciputi,
S.,
&
Erdal,
K.
(2017).
The
effect
of
stereotype
threat
on
student-athlete
math
performance.
Psychology
of
Sport
and
Exercise,
32,
54-57.
doi:10.1016/j.psychsport.2017.06.003
Yopyk,
D.
J.
A.,
&
Prentice,
D.
A.
(2005).
Am
I
an
athlete
or
a
student?
Identity
salience
and
stereotype
threat
in
student-athletes.
Basic
and
Applied
Social
Psychology,
27,
329-336.
doi:10.1207/s15324834basp2704_5
Figure
2.
This
figure
illustrates
the
effect
of
priming
on
intelligence
rating
of
student
athletes,
with
a
rating
of
5
being
“average”
relative
to
other
Rice
students.
●
There
was
no
significant
main
effect
of
athlete
status
on
perceived
intelligence,
F(1,179)=0.194,
p
>05.
Student-athletes(M=6.057)
did
not
have
a
significantly
lower
perceived
intelligence
score
than
non-student-athletes(M=6.099).
●
There
was
no
significant
interaction
between
gender
and
athlete
status,F(1,179)=0.57,
p
>.05
●
There
was
a
significant
interaction
of
priming
and
athlete
status,
F(1,179)=4.082,
p
,.05
Student-athletes(M=6.078)
in
the
primed
condition
had
higher
perceived
intelligence
scores
than
student-athletes
in
the
not-primed
condition(M=5.845).
Figure
1.
This
figure
displays
that
there
was
no
major
impact
of
the
“student-athlete”
label
once
amount
of
athletic
training
was
controlled
for.
Student
Athlete
Stereotype
Threat
At
Rice
University
Sponsored
by:
Rice
University
&
Rice
University’s
Health,
Humanism,
and
Society
Scholars
Program
Kylie
Burgess,
Josh
Perez,
Donni
Staley,
Austin
Walters,
&
Sandra
Parsons
PhD
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