A Study On The Threat Effect Of The National Stereotype Of Tibetan Junior Middle School Students In Gonghe County Of Qinghai Province

Ethnic differences of academic performance are more likely caused by a stereotype threat effect,namely social situation factors,not just itself.First of all,this study verified the existence of the stereotype threat effect of Tibetan junior high school students in our country.Then this study explored the task expression the influence of stereotype threat effect.And then we examined the influence of in-group model on stereotype threat effect.Finally we gave suggestions and enlightenment of stereotype threat effect on national education.The first study adopting questionnaire of the SEB for the existence of ethnic stereotypes, found that the implicit ethnic stereotype exited to a certain degree.In cognitive ability tests,the described tasks as ethnic differences,Tibetan students performed to be significantly lower than the control group and the han junior high school students;while in the control condition,the performance of Tibetan and the han junior high school students was not significantly different.In the experimenter group of stereotype threat tests,Tibetan subjects told ethnic differences scored significantly lower than those not told.This showed that the negative stereotypes of Tibetan junior high school students posed a threat,so they were weakened in the performance of related tasks.We can to a certain extent inference that academic performance in terms of the difference is not in ethnic difference itself but in social situation.Foreign stereotype threat theory under the background of our country’s culture still has certain applicability.The second study was a two-factor completely random experiment.One factor was nationality of participants (the han and Tibetan),and the other factor was instructions/task expression (informing national differences,not informing national differences).The dependent variable was score of Raven Advanced Progressive Matrices Test.Whether or not told ethnic differences,Tibetan subjects in the case of the Tibetan experimenter scored higher than in the case of the han experimenter.This suggested that the Tibetan experimenter playing as an example to Tibetan subjects within the group increased the performance of Tibetan subjects.And this is consistent with results of the foreign related research. Therefore,in the ethnic examination of stereotype threat to students,arranging their own ethnic members as the interviewer/examiner,can effectively weaken the negative influence of ethnic stereotype threat.The third study adopted a two-factor completely random experiment design,one factor was the in-group role model (the han experimenter, Tibetan experimenter),the other factor was instructions/ task expressions (informing national differences,not informing national differences).The dependent variable was Raven Advanced Progressive Matrices Test score.The study found that in-group example edge significant main effect, namely whether told national differences or not, the scores of Tibetan students under the condition of Tibetan experimenter were higher than under the condition of the han experimenter.This study found that social situation played a more important role than ethnic differences in the different ethnic students’academic performance,which enlightened us we can minimize related factors to start ethnic stereotype threat in the field of education. We should avoid as far as possible such as through language,text description in academic difference of different ethnic groups.We can make native teacher as role models of students under the threat of ethnic stereotypes so as to weaken the negative influence of ethnic stereotype threat.