By Day 4 Post a brief summary of the article and explain how stereotype threat or stereotype lift might have influenced your own academic performance in school. Explain how the theory you chose (i.e., social role theory or psychosocial theory) relates to the stereotype threat or lift you described.

1. 3/17/2019 Thread: Discussion - Week 8 – DPSY-6111-1/DPSY-5111-1-...
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RE: Discussion - Week 8
1 month ago
Orlanda Haynes
Summary of the Article
Mental rotation refers to cognitive tasks that show one’s visual and spatial abilities. In mental
rotation research ,for instance, subjects usually compare pairs of three-dimensional objects
(e.g., letters, pictures, or cube images) that are rotated to a degree such as 120°; the goal is to
determine if the objects are the same or different; assessment tools include speed and
accuracy (Neuburger, Jansen, Heil, & Quaiser-Pohl, 2012). Shepard & Metzler (1971) is
notable for pioneering three-dimensional research designs in cognitive science (Shephard, &
Metzler, 1971).
Neuburger, Jansen, Heil, & Quaiser-Pohl (2012) found that substantial studies show a negative
correlation between adults’ “stereotype threats” (which occur when stereotypical beliefs
become self-actualized by the target group or some of its members) and their mental-rotation
performance (MRP). The aim of theirresearch was to discover if stereotype threats and
“stereo lift,” an improvement in gender-related mental-rotation performance after
implementation of positive intervention activities such as data that show girls out-perform boys
in math, were factors in fourth- graders MRP.
Results and Limitation
Primary findings suggested ST negatively influence children’s MRP, but stereo lift counteracts
the effect. However, they noted limitations such as more girls represented school texts than
boys and that data collection methods included induced stereotype threats, which could pose
negative long-term effects as far as self-actualization factors.
Gender Stereotypes and my Academic Experience
Neuburger, Jansen, Heil, & Quaiser-Pohl (2012) literature review showed that gender
recognition or gender difference occurs in children around 10 years old, and that related factors
could include socialization and stages of puberty. My childhood experience aligned more with
socialization than the latter. For example, my family and social groups emphasized specific
roles for males and females; most of which were based on Victorian principles.
In that, it would not have been common for women to enlist with the United States Army or
Marines. An ideal life for females would have been to become educated, to mentor children,
and to manage households. Nonetheless, I was inclined to agree with all except the latter
because I envisioned myself traveling to distant places and experiencing diverse cultures and
cuisines (after becoming educated) rather than managing a household.
How the Social Role Theory is Related
Although the “stereotype threat” was less relevant to me as a youth, I noticed gender
stereotyping in allaspects of my childhood. For example, my father would have preferred that I

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not lift heavy objects such as furniture or insist on going hunting with him because he reasoned
that such were not proper activities for girls and women.
In other words, teaching, decorating, sewing, cooking, and cleaning were ideally suited for
females. However, when our social groups changed their perspectives from socialization of
females roles to self-directed (e.g., freedom to choose careers and lifestyles) so did he.
As such, I selected personality traits from a diverse group of individuals that I admired and then used
them to create my long-term persona. For instance, in times past, I had a conversation with a parent
about her corky little son to whom I admired. He was seven years old, an honor student, preferred a
diet of mostly fruits and vegetables, and he always wore a bow-tie with a freshly, ironed shirt. As his
mother and I shared some heart-felt laughs, she said,” he created himself without our help.”
References
Neuburger, S., Jansen, P., Heil, M., & Quaiser-Pohl, C. (2012). A threat in
the classroom: Gender stereotype activation and mental-rotation
performance in elementary-school children. Zeitschrift Für
Psychologie, 220(2), pp. 61–69. https://doiorg.ezp.waldenulibrary.org/10.1027/2151-
2604/a000097
Shephard, R. N., & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science,
171, 701-703. Retrieved from
https://www.essay.uk.com/coursework/mental-rotation-of-three-dimensional-objects.php