Students' SES and academic achievement level moderate their use of the SES stereotype¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2002 · 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? Across two studies, students' SES and academic achievement level moderated use of the SES stereotype, with stereotype-consistent inferences appearing only among low-SES students. → 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?

The article reports two studies testing moderation of SES-stereotype use by "students' Socioeconomic Status (SES) and academic achievement level." The reported outcome was that only low-SES students generated stereotype-consistent inferences in both studies.

"Two studies tested whether students' Socioeconomic Status (SES) and academic achievement level moderate their use of the SES stereotype (i.e., the belief that the low-SES individuals are intellectually inferior to their high-SES counterparts)."

Discussion¶

Learner Variables¶

Inferencing — outcome: instruction changes it
Socioeconomic Status — moderator: an instructional effect differs by group

Low-SES students, but not high-SES students, generate stereotype-consistent inferences linking targets' social class and memory ability — possibly the same claim (merge candidate)
Low-SES students also generate stereotype-consistent inferences in the reverse direction, inferring SES indicators from memory performance information — a narrower finding that bears on this claim
The authors interpret stereotype threat as a partial explanation for the standardized-test achievement gap between low- and high-SES students — related
Educational domain, cultural orientation, age, gender, and socioeconomic status are candidate moderators of model effects — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`ses-and-achievement-moderate-stereotype-use`
`title`	`Students' SES and academic achievement level moderate their use of the SES stereotype`
`description`	`Students' SES and academic achievement level moderate their use of the SES stereotype`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2002`
`generated`	by `process:wiki-ingest` on `2026-10-17`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `isabelle-regner-2002`

Frontmatter is the page's machine-readable record — see the Schema & Guide.