«Стереотипная угроза»: самосбывающееся пророчество в сфере образования ^{* 1347}

В статье рассматривается феномен «стереотипной угрозы» – влияние стереотипов на обучение и уровень достижений представителей половых, возрастных и этнических групп. Анализируются явные и скрытые формы актуализации подобных представлений. Описываются основные механизмы их воздействия (актуализация социальной идентичности, негативные эмоции, посторонние мысли, усиление самоконтроля, сложности в обучении, уменьшение самоэффективности, усиление мотивации избегания, деидентификация с областью деятельности). Выделяются основные способы уменьшения «стереотипной угрозы», ориентированные на социальную идентичность (актуализация или формирование новой идентичности), стереотипы (от удаления стереотипных стимулов до демонстрации позитивных моделей поведения), задание (изменение инструкции) и индивидуальные особенности человека (повышение самоэффективности, обучение копинг-стратегиям). Отмечается, что знание закономерностей воздействия «стереотипной угрозы» позволяет повысить эффективность обучения.

Ключевые слова: обучение, стереотипы, ингрупповая идентификация, эмоции, рабочая память, мотивация достижения, самоэффективность, ролевые модели

Рубрика: Социальная психология образования

Тип: научная статья

* Работа выполнена при поддержке гранта РГНФ № 13-06-00680 "Почему психологи не знают математику? Влияние профессиональных стереотипов на качество университетского образования"

Процесс обучения включает в себя общение между людьми. Как следствие передача знаний сопровождается целым рядом социально-психологических эффектов. К их числу относится «самосбывающееся пророчество» – тенденция человека оправдывать ожидания, сформированные по отношению к нему. Чаще всего источником ожиданий является партнер по общению [40]. Однако в некоторых случаях человек сталкивается с определенными ожиданиями так часто, что постепенно запоминает их и следует им даже при отсутствии партнера.

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