Intersectional brilliance stereotypes show mixed patterns, supporting both intersectional invisibility and double jeopardy accounts¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2030: baselines and conditions change
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? Some evidence shows Black women viewed as more brilliant than Black men (invisibility), while other evidence shows US adults showed weaker implicit Black women–brilliance associations than Black men–brilliance ones (double jeopardy). → Christina A. Bauer 2025
Evidence¶
Christina A. Bauer 2025¶
Christina A. Bauer, Aashna Poddar, Eddie Brummelman, & Andrei Cimpian. (2025). The Brilliance–Belonging Model: How Cultural Beliefs About Intellectual Ability Undermine Educational Equity. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10034-2
q2 · i? · review · r3
The review reports, citing Storage et al. (2020), evidence in line with the double jeopardy perspective. It also reports, citing Jaxon et al. (2019), that 6-year-old US children view Black women as more brilliant than Black men while viewing White men as more brilliant than White women, supporting intersectional invisibility.
"US adults showed weaker implicit associations between Black women and brilliance compared to Black men"
Discussion¶
Related Claims¶
- Field-specific ability beliefs are consensual cultural beliefs, acquired by early elementary school, that associate brilliance with fields like math more than language fields — related
- Testimony at a 1987 congressional hearing reported 1985 SAT averages in which Black women scored 43 points below Black men and 264 points below white men, which the witness called a double penalty for minority females — related
- For two-year black transfer students, gender and engineering GPA—not transfer status—drive graduation outcomes, with black women outperforming black men — related
- Brilliance stereotypes associating brilliance with boys, higher-SES, and White children emerge by age 6 — related
- Perceived biased treatment linked to brilliance-oriented FABs explains a substantial portion of the gender gap in entry into brilliance-oriented fields — related
- Black women and participants with intersecting identities report being overlooked, facing microaggressions, and experiencing imposter syndrome in tech spaces — related
- Shallow multiculturalism undermines Latinx students' belonging by reinforcing intersectional invisibility — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
intersectional-brilliance-stereotypes-mixed |
title |
Intersectional brilliance stereotypes show mixed patterns, supporting both intersectional invisibility and double jeopardy accounts |
description |
Intersectional brilliance stereotypes show mixed patterns, supporting both intersectional invisibility and double jeopardy accounts |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2025 |
recheck_by |
2030 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — christina-a-bauer-2025 |
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