COPING WITH NEGATIVE STEREOTYPES ABOUT INTELLECTUAL-PERFORMANCE - THEROLE OF PSYCHOLOGICAL DISENGAGEMENT

Two experiments tested the hypothesis that members of negatively stere otyped groups psychologically disengage their self-esteem from feedbac k received in stereotype-relevant domains. In both experiments, Africa n American and European American college students received performance feedback on a bogus intelligence test and completed measures of self- esteem. In Experiment I, European American students had high self-este em after success than after failure, whereas African American students had similar levels of self-esteem regardless of feedback. Whether the test had been described as racially biased or culturally fair had no effect. Experiment 2 examined the extent to which lesser responsivity among African Americans is the result of chronic disengagement from in telligence tests or situational disengagement initiated by priming rac ial stereotypes. Results indicate that both chronic disengagement and racial priming engender less responsivity to negative performance feed back among African American but not European American students. Perfor mance expectancies, self-evaluations, and beliefs about test bias are discussed as possible mediators of this relationship.