Disidentification relieves stereotype threat at the cost of loss of motivation and dissociation from school achievement¶
Claim · All claims
Evidence · 1 study · theoreticalr2·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students may employ psychological defenses such as disidentification, which relieves the pain of stereotype threat but entails a loss of motivation and a dissociation of school achievement. → Donald E Grant Jr. & Jerell B. Hill 2020
Evidence¶
Donald E Grant Jr. & Jerell B. Hill 2020¶
Donald E Grant Jr. & Jerell B. Hill. (2020). Activating Culturally Empathic Motivation in Diverse Students. Journal of Education and Learning, 9(5). https://doi.org/10.5539/jel.v9n5p45
q2 · i? · theoretical · r2
The article presents disidentification, citing Steele (1997), as a psychological defense against the psycho-physiological effects of stereotype threat. No effect size is printed; the account is theoretical.
"Disidentification relieves the pain of stereotype threat by breaking identification and the pressure of adaptability which necessarily includes a loss of motivation, a dissociation of school achievement, and resilience (Steele, 1997))."
Discussion¶
Related Claims¶
- Stereotype threat compromises the test performance of learners whose group is the target of a negative stereotype
- Mastery-focused environments increase motivation to learn while performance-focused environments detract from it for all but the highest achievers
- Experimental stereotype threat effects in SLD samples are heterogeneous (Hedges's g 0.06–1.16), with effects more robust for motivation-related psychological outcomes than for cognitive or academic performance outcomes — related
- Negative stereotype salience combined with high ethnic self-identification inhibits academic performance, while positive stereotypes facilitate it — related
- Racial centrality plays different roles across outcomes: protective against discrimination's effects on mental health but a vulnerability factor for stereotype effects on self-perceptions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
disidentification-costs-motivation |
title |
Disidentification relieves stereotype threat at the cost of loss of motivation and dissociation from school achievement |
description |
Disidentification relieves stereotype threat at the cost of loss of motivation and dissociation from school achievement |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — donald-e-grant-jr-jerell-b-hill-2020 |
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