The Impact of Stereotypes on Individuals.

associated with stereotype threat. The research proposed that the threat is as a result of the cognitive imbalance between the self-concept of an individual, the concept of the range of ability and the concept of the category that a person belongs to (Appel & Kronberger, 2012). Both research and theory revealed that not every individual in a group who is negatively stereotyped is equally vulnerable to the disadvantageous of the threat. Some individuals are less affected than others which imply that their cognitive development is not much affected adversely. Individuals who have a high degree of awareness of the stereotype are more prone to the threats since indefinite cues may have an interpretation expression associated with negative stereotype (Beilock, Rydell & McConnell, 2007).

Stereotype threat has shown to impair the cognitive development of the marginalized groups which affects their undertaking negatively. As mentioned earlier, these groups are affected in areas such as classrooms exams, cognitive ability measures and standardized tests (Appel & Kronberger, 2012). The poor academic achievement of students from ethnic minorities is attributed to some extent by stereotype threat. For example, the portrayal of African American as illiterate interferes with the academic performance of this group. Such portrayal causes them not to believe in their ability, and they create a mentality that whites are superior, and they always achieve academically. The individuals in the group develop a negative attitude that they are inferior compared to the whites and hence they are likely to perform poorly (Deemer et al., 2014). Believing in oneself is critical as it enables one to develop a positive attitude towards the achievement. In addition, stereotype threat inhibits the change of

thoughts. A majority of the individuals in the marginalized group tend to remain in the status quo. Thus, the status quo hinders cognitive development, and this prevents making a remarkable change that may impact their lives positively.

Stereotype threat also affects the cognitive development of the marginalized groups especially those from low socioeconomic backgrounds. Stereotyping them as economically challenged causes them to develop a negative attitude towards life and this affects their cognitive development. These groups tend to have a particular thought that such a condition is hard to change. Cognitive development starts with a change in mind, and hence a lack of change hinders the development (Deemer et al., 2014). Again, this prevents the ability to perform various tasks, and this provides unfavorable results.

As a result of stereotype threat, there is a decrease in performance in the areas that are not in the academic domains due to the hindrance of cognitive development. For example, the portrayal of young African American females as lazy and non-achievers affects their cognitive development which has a significant impact in future. This group tends to think themselves less than others (Scharrer & Ramasubramanian, 2015). When these young girls experience such kind of stereotypes, they tend to act the same way. When they are in low levels of education, they are likely to develop a mentality that they can’t compete with others since they will always be defeated. It instills fear in them such they tend to feel that they don’t belong to such a group. In schools, young girls from marginalized groups that have experienced stereotype threat fear to take leadership positions since their cognitive development had been influenced negatively.

Moreover, it affects their performance in other activities that are not related to the academics (Schmader, Johns & Forbes, 2008).

Self-esteem is an important aspect of cognitive development to every individual and enables one to fit in other groups. Stereotype threat tends to lower-self esteem and increases social anxiety (Scharrer & Ramasubramanian, 2015). Young marginalized groups in the U.S. are posed with a challenge of integrating well with others in the society. The stereotype threat creates a negative perception in their minds that they are inferior compared to their white counterparts. The individuals who are mostly affected are those who have not had a close pre-existing relationship. It becomes difficult to such people to form new friendship and have a positive interaction with others. Lack of interaction hinders the exchange of ideas with other people from diverse backgrounds, and this also hampers the cognitive development. Through the sharing of ideas, a person is likely to learn thoughts of other individuals involved in the interaction, and this helps to eliminate negative thoughts of superiority and inferiority which can improve the ability of the affected group (Beilock, Rydell & McConnell, 2007). Stereotype threat is also another aspect that affects motivation, and this has a relationship with cognitive development. Motivation is critical as it encourages individuals to continue pressing on even if they come across challenges. For example, it encourages the students that they can achieve everything they want. In the U.S. stereotype threat lowers motivation of the young marginalized groups in their undertaking. Low motivation affects the performance negatively as it impedes the rate of cognitive development.

Conclusion

Evidently, the young marginalized groups have been facing stereotype threats for a

long time which has a negative effect on cognitive development. These threats trigger them to develop a negative attitude, a phenomenon that has a negative effect on their lives. Research has revealed that groups that are subjected to stereotype threat perform poorly in both academic as well as non-academic activities.

References

1. Appel, M., & Kronberger, N. (2012). Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking. Educational Psychology Review, 24(4), 609-635.
2. Beilock, S. L., Rydell, R. J., & McConnell, A. R. (2007). Stereotype threat and working memory: Mechanisms, alleviation, and spillover. Journal of Experimental Psychology, 136(2), 256.
3. Deemer, E. D., Smith, J. L., Carroll, A. N., & Carpenter, J. P. (2014). Academic Procrastination in STEM: Interactive Effects of Stereotype Threat and Achievement Goals. Career Development Quarterly, 62(2), 143-155.
4. Scharrer, E., & Ramasubramanian, S. (2015). Intervening in the Media's Influence on Stereotypes of Race and Ethnicity: The Role of Media Literacy Education. Journal Of Social Issues, 71(1), 171-185. doi:10.1111/josi.12103
5. Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115(2), 336.