Low-SES students, but not high-SES students, generate stereotype-consistent inferences linking targets' social class and memory ability¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2007: baselines and conditions change

Subclaims¶

q2 i? In both studies only the low-SES students generated stereotype-consistent inferences: in Study 1 when inferring targets' memory ability from social class information, and in Study 2 when inferring targets' possessions and cultural activities (SES indicators) from memory-performance information. → Isabelle Regner 2002

Evidence¶

Isabelle Regner 2002¶

Isabelle Regner, Pascal Huguet, Jean-Marc Monteil. (2002). Effects of socioEconomic status (SES) information on cognitive ability inferences: When low-SES students make use of a self-threatening stereotype. Social Psychology of Education, 5(3), 253-269. https://doi.org/10.1023/A:1016313908667

q2 · i? · causal · r?

Study 1 was an experiment in which "low versus high achievers with a low versus a high SES" received social class information about targets and inferred the targets' memory ability. In Study 2 participants were given memory-performance information and inferred the targets' possessions and cultural activities (SES indicators). The abstract reports that "in both studies, only the low-SES students generated stereotype-consistent inferences."

"In Study 1, low versus high achievers with a low versus a high SES were given social class information (derived from a pilot study) about several targets and were then asked to infer these targets' memory ability."

Discussion¶

Learner Variables¶

• Inferencing — outcome: instruction changes it
• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Low-SES students also generate stereotype-consistent inferences in the reverse direction, inferring SES indicators from memory performance information — related
• Students' SES and academic achievement level moderate their use of the SES stereotype — possibly the same claim (merge candidate)
• The authors interpret stereotype threat as a partial explanation for the standardized-test achievement gap between low- and high-SES students — related
• Making socioeconomic identity salient or presenting a test as diagnostic of intelligence leads low-SES students to perform significantly worse and report lower self-confidence than low-SES participants in non-threatening conditions — related
• Gaps in source knowledge hinder source-credibility judgments, particularly inferences about benevolence — related