Abstract
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). 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. In Study 2, participants were given memory performance information about several targets and were then asked to infer these targets' possessions and cultural activities (i.e., SES indicators). In both studies, only the low-SES students generated stereotype-consistent inferences.
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Régner, I., Huguet, P. & Monteil, JM. 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, 253–269 (2002). https://doi.org/10.1023/A:1016313908667
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DOI: https://doi.org/10.1023/A:1016313908667