Skip to Main content Skip to Navigation
Master Thesis

Comment les émotions sont-elles impliquées chez les élèves stigmatisés en situation de menace du stéréotype ?

Abstract : This introduction report to the research proposes to focus in a school setting, on the phenomenon of stereotype threat, phenomenon whose effects typically reduce the performance of the member individuals of social groups stigmatized when making evaluative tests revealing the stereotype of the group. The stereotype retained in this report is the one of the reputation of inferiority of the girls in the field of the mathematics. Beyond test the effect of the threat of the stereotype on girls' performance in math, we wished on the one hand to examine the emotions activated in situation of threat of the stereotype with the general hypothesis that these emotions would be different depending on whether girls adhere or not to the stereotype weighing on their group. On the other hand, we wished to test the implication of these emotions on the pupils' performance. Sixty four pupils of 5th year of primary school participated in this study and executed the tests of mathematics according to an instruction putting forward the stereotype of inferiority of the girls in mathematics (instruction of stereotype threat) or not (condition controls). To measure the emotions activated by this threatening situation, a self-reported questionnaire was subjected to the pupils and this before the execution of the math test. Our results did not allow us to put in evidence the effect classically observed by the stereotype threat on the performance of the girls at the math test. These last ones obtain, in an unexpected way, better results to the test than all the other participants. In the same way, no emergence of fear or anger was able to be put in evidence. Nevertheless, the results reveal a lesser emotion of guilt among girls in the diagnostic condition. All these results is analyzed by the theory of the role model of success (Marx and Roman, on 2002). Indeed, the presence of a feminine model against stereotypic (teacher-female experimenter) seems to have allowed the girls in diagnostic condition to protect their performance during the evaluative test. This model besides also explains the absence of fear and anger, as well as the slightest emergence of guilty of the girls in diagnostic condition, by inducing a new cognitive interpretation of the threatening situation.
Document type :
Master Thesis
Complete list of metadatas

Cited literature [17 references]  Display  Hide  Download

https://dumas.ccsd.cnrs.fr/dumas-01018558
Contributor : Espe Cvl Université d'Orléans <>
Submitted on : Friday, July 4, 2014 - 2:36:26 PM
Last modification on : Friday, June 14, 2019 - 1:23:29 AM
Long-term archiving on: : Saturday, October 4, 2014 - 11:51:06 AM

Identifiers

  • HAL Id : dumas-01018558, version 1

Collections

Citation

Hélène Verger. Comment les émotions sont-elles impliquées chez les élèves stigmatisés en situation de menace du stéréotype ?. Education. 2014. ⟨dumas-01018558⟩

Share

Metrics

Record views

636

Files downloads

1686