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Stereotype threat among students with disabilities: the importance of the evaluative context on their cognitive performance

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Abstract

This study investigated the hypothesis that cognitive performance of students with physical disabilities may be influenced by the evaluators’ identity. Students with or without a physical disability completed a logic test and were informed that they would be evaluated by students from their own group (ingroup condition) or from an other group (outgroup condition). When they had been informed they would be evaluated by students in the outgroup (i.e., students without disabilities), students with physical disabilities had a worse performance than all other participants. Findings are discussed in relation to stereotype threat and its consequences in academic contexts.

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Notes

  1. We made further analysis on other identities reported. Students with physical disabilities did not differ either in the extent to which they mentioned other social identities (83.33% in the ingroup condition vs 75% in the outgroup condition, phi-coefficient, ɸ = .10) or self-identity (75% in the ingroup condition vs 50% in the outgroup condition, phi-coefficient, ɸ = .26), respectively χ 2 (1, N = 24) = 0.25, p = .62 and χ 2 (1, N = 24) 1.60, p = .21. Students without physical disabilities in the ingroup condition did not differ from students without physical disabilities in the outgroup condition either for the report of social identities (75% in the ingroup condition vs 91.67% in the outgroup condition, phi-coefficient, ɸ = .22) or for the report of self-identity (83.33% in the ingroup condition vs 91.67% in the outgroup condition, phi-coefficient, ɸ = .13), respectively χ 2 (1, N = 24) = 1.20, p = .27 and χ 2 (1, N = 24), p = .54.

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Authors and Affiliations

  1. ESPE Lille Nord de France and Univ. Lille, EA 4072 - PSITEC - Psychologie : Interactions, Temps, Émotions, Cognition, F-59000 Lille, France

    Caroline Desombre

  2. Univ. Lille, EA 4072 - PSITEC - Psychologie : Interactions, Temps, Émotions, Cognition, F-59000 Lille, France

    Souad Anegmar

  3. Univ. Lille, SCALAB, UMR 9193 (CNRS, Univ Lille), Villeneuve-d’Ascq, France

    Gérald Delelis

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  1. Caroline Desombre
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  2. Souad Anegmar
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  3. Gérald Delelis
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Correspondence to Caroline Desombre.

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Caroline Desombre. Assistant Professor, ESPE Lille Nord de France and Univ. Lille, EA 4072 - PSITEC - Psychologie : Interactions, Temps, Émotions, Cognition. E-mail: caroline.desombre@espe-lnf.fr

Current themes of research:

Stereotype. Education. Disability. Stereotype threat.

Most relevant publications in the field of Psychology of Education:

Anegmar, S., Desombre, C., Delelis, G., Durand-Delvigne, A. (2015). Stéréotypes de l’étudiant en situation de handicap physique. Regards des étudiants valides sur deux situations de handicap: le handicap moteur et la surdité. L’orientation scolaire et professionnelle, (44/1).

Delelis, G., Desombre, C., Anegmar, S. (2013). Approches environnementale et médicale du handicap : le cas des étudiants français. Revue Québécoise de Psychologie, 34, 155–168.

Desombre, C. (2011). Analyse psycho-sociale de l’intégration des élèves en situation de handicap. Pratiques psychologiques, 17, 391–403.

Durand-Delvigne, A., Desombre, C., Debosscher, S., Poissonnier, K. (2011). Comment favoriser l’orientation des filles vers les métiers de l’ingénieur? Evaluation d’un dispositif. Psychologie du Travail et des Organisations, 17, 115–128.

Souad Anegmar. Ph.D., Univ. Lille, EA 4072 - PSITEC - Psychologie : Interactions, Temps, Émotions, Cognition. E-mail: souad.anegmar@univ-lille3.fr

Current themes of research:

Stereotype threat. Disability.

Most relevant publications in the field of Psychology of Education:

Anegmar, S., Desombre, C., Delelis, G., Durand-Delvigne, A. (2015). Stéréotypes de l’étudiant en situation de handicap physique. Regards des étudiants valides sur deux situations de handicap: le handicap moteur et la surdité. L’orientation scolaire et professionnelle, (44/1).

Delelis, G., Desombre, C., Anegmar, S. (2013). Approches environnementale et médicale du handicap : le cas des étudiants français. Revue Québécoise de Psychologie, 34, 155–168.

Gérald Delelis. Assistant Professor, Univ. Lille, SCALAB, UMR 9193 (CNRS, Univ Lille). E-mail: gerald.delelis@univ-lille3.fr

Current themes of research:

Emotions. Emotional regulation.

Most relevant publications in the field of Psychology of Education:

Cartierre, N., Demerval, R., Delelis, G., Coulon, N., Nandrino, J.-L. (2011). Bio-ecological approach applied to adolescents’ health: girls and boys in situations of contextual disconnection. In D. Chadee and A. Kosti (Eds.), Social psychological dynamics (pp. 195–210). Mona: The University of West India Press.

Cartierre, N., Demerval, R., Delelis, G., Nandrino, J.-L. (2008). Externalized disorders among girls and boys with cumulative contextual disconnection. Psychology & Health, 23 (1), 78.

Desombre, C., Delelis, G., Anegmar, S., Hanafi, M., Christophe, V., Antoine, P. (2011). Emotional regulation in students with or without disability. Psychology & Health, 26 (suppl. 2), 100.

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Desombre, C., Anegmar, S. & Delelis, G. Stereotype threat among students with disabilities: the importance of the evaluative context on their cognitive performance. Eur J Psychol Educ 33, 201–214 (2018). https://doi.org/10.1007/s10212-016-0327-4

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