156:
Asian-Americans is affected when they are exposed to the common stereotype that Asian-Americans are good at mathematics. In one study, before taking a math test, one group of Asian-Americans were subtly led to think about the association of Asians and better math ability through answering questions about their ethnic identity and family history (e.g., what languages they spoke, how many generations of their family lived in
America). Compared to both another group of Asian-Americans that were explicitly reminded about the positive association between Asian-Americans and math and a control condition that was not reminded of their ethnicity or the positive stereotype, the group lead to indirectly think of the positive Asian stereotype answered more math questions correctly. In a separate study, Asian-American women subtly led to think about their ethnic identity (i.e., Asian) performed more accurately on a quantitative task than did Asian-American women led to think about their gender identity (i.e., woman) and women that were not made to think about either identity. In a study of age and memory, older individuals
230:
stereotyped as athletic but negatively stereotyped as unintelligent. An individual targeted by a positive stereotype associated with their social group may assume that the stereotyper also believes they possess the negative stereotypes associated with the group. The negative stereotype that is assumed to be held by the stereotyper depends on to what social group the positive stereotype references. In a study by Siy & Cheryan (2016), Asian-American men were either exposed to a positive stereotype about their race (e.g., "Asians are ambitious") or their gender (e.g., "Men are ambitious"). Asian men that were positively stereotyped based on their gender were more likely to believe that negative gender stereotypes (e.g., aggressive, dominant) were also being applied to them than those who were only targets of positive racial stereotypes. In a similar manner, Asian men that were targets of positive racial stereotypes were more likely to believe that negative racial stereotypes (e.g., bad at driving, bad at
English) were also being applied to them.
186:
reported higher levels of anger and greater desire to attack or avoid the male test administrator if when he gave them their positive feedback, he said, "Wow...you did really well for a woman" versus if he simply said, "Wow...you did really well." In a set of studies by Siy and
Cheryan (2013), women and U.S.-born Asian Americans were made the target of positive stereotypes (e.g., You women are so cooperative, I know all Asians are good at math). Both women and Asian-American targets expressed greater dislike and negativity towards the person expressing the stereotype. In the study of Asian-Americans, those participants that were the target of positive stereotypes reported feeling greater levels of anger and annoyance than those who were not targets of positive stereotypes. The amount of negativity felt and expressed was influenced by the extent that the positive stereotype made the participants feel depersonalised.
193:, Siy and Cheryan (2013) also studied U.S. born Asian-Americans compared to non-U.S. born Asian-Americans. They found that both U.S. and non-U.S. born groups reported similar levels of depersonalization as a result of being a target of a positive stereotype. However, unlike in their previous studies, the extent of feeling depersonalized did not predict negative reactions to being stereotyped for non-U.S. born Asian-Americans. The researchers asserted that non-U.S. born Asian-Americans may react less negatively to being depersonalized and thus would react less negatively to being the target of a positive stereotype. This difference was attributed to general differences in values of East Asian cultures, which place more value on
50:. As opposed to negative stereotypes, positive stereotypes represent a "positive" evaluation of a group that typically signals an advantage over another group. As such, positive stereotypes may be considered a form of compliment or praise. However, positive stereotypes can have a positive or negative effect on targets of positive stereotypes. The positive or negative influence of positive stereotypes on targets depends on three factors: (1) how the positive stereotype is stated, (2) who is stating the positive stereotype, (3) in what culture the positive stereotype is presented (e.g., Western contexts vs. East Asian contexts).
122:
79:
students were asked to list the traits that were associated with various racial/ethnic groups (e.g., Germans, Jews, Negroes). In this initial study, students were found to associate distinct traits with each social group and that there was a high consensus among beliefs (e.g., Germans were scientifically minded and industrious, Italians were artistic, and
Negroes were superstitious and lazy). In the follow-up studies in 1951 and in 1969, the researchers found that the consensus and content of the stereotypes had changed in the four decades after the initial study.
243:
deemphasizes the academic problems that Asian
Americans have. Since Asian Americans are perceived with this “positive” stereotype, they tend to hide their personal problems because they don’t want to break this “positive" stereotype around them. It makes people hide in a shell because they don't want to be the odd one out. They want to fit into the stereotype, even if they don't. This positive stereotype ignores the diversity in the group of Asian Americans by not understanding that not all Asian Americans have same resources or even the same experiences.
102:. Additionally, because positive stereotypes may, on the surface, indicate a positive view of a social identity, expression of positive stereotypes in social interactions may not be as readily suppressed. As a result, positive stereotypes are more likely to be used to when describing a group than a negative stereotype, (e.g., "Women are more warm than men" versus saying "Women are less competent than men") which may contribute to their increase in prevalence.
114:(SCM), Fiske and colleagues (2002) provided evidence that being positively stereotyped in one domain typically leads to being correspondingly negatively stereotyped in another domain. In their model of "mixed" stereotype content, they focused on the stereotypes of warmth and competence. In their model, they propose that "people want to know others’ intent (i.e., warmth) and their capability to pursue their intentions (i.e., competence)" (p. 879)
155:
Researchers have found that being associated with a group that is positively stereotyped in a domain (e.g., academics) can result in enhanced performance if one is led to think about one's group membership, but not the specific stereotype. For instance, researchers have studied how the performance of
238:
The Model
Minority Myth perfectly explains how positive stereotypes have negative consequences. The model minority myth is a stereotype against Asian Americans and it states how all Asian Americans are intelligent, hard-working, and academically more successful than other minorities. In order words,
146:
Follow-up research has identified that for some subordinate groups being positively stereotyped as high in competence may vary in meaning. For instance, Black athletes and Black musicians are positively stereotyped as high in competence. However, when investigated further, the high competence rating
78:
Composed of three studies spanning nearly 40 years, the
Princeton Trilogy (1933) is noted as one of the earliest set of studies documenting the actual content of stereotypes attributed to different ethnic groups and the change in content over time. In the initial study of Princeton students in 1933,
168:
When positive stereotypes are expressed or simply believed as true about a group and its members, positive stereotypes can be related to a number negative consequences for targets’ emotional and psychological states, their performance-based behaviors, and others’ judgments of them. The ambiguity of
229:
Social groups typically are associated with both positive and negative stereotypes. For example, women are positively stereotyped as warm but negatively stereotyped as weak; Asian-Americans are positively stereotyped as competent but negatively stereotyped as cold; Black
Americans are positively
209:
values and thus individuals place high importance on being seen as a unique individual, separate from others. Because being the target of a stereotype may signal that an individual is being judged by their group membership and not by their individual traits, someone who values being viewed as an
185:
or being seen only by one's group membership instead of as a unique individual. Feeling depersonalized has been found to determine the extent of a person's negative reaction to being the target of a positive stereotype. For example, women who were told that they had performed well on a math test
117:
The researchers indicated that the motivation to positively stereotype groups as either warm or competent stemmed from perceived status and competition of an out-group. According to the SCM, out-groups are positively stereotyped as more competent to the extent that they are more powerful or hold
142:
stereotype. These groups would likely be positively stereotyped as being high in competence to justify their higher relative position in society (compared to one's own in-group). However, feelings of envy or resentment about the group's higher status is justified by perceiving them as more cold
66:
suggested that the categorisation of people into groups is adaptive. Although, this categorisation may allow for quicker processing of information present in one's environment, this process may result in stereotyping. Stereotypes have implications for targets of stereotypes and interpersonal
242:
The model minority myth is a positive stereotype, which says Asian
Americans outperform other groups, but it also has negative stereotypes associated with it. Due to this stereotype, Asian Americans are faced with frequent racism, which causes interracial tension. On top of that, the myth
82:
In the U.S., the content of stereotypes that people explicitly associate to other groups have become more positive since the onset of early studies, such as the
Princeton Trilogy, that measured stereotype content. The positive change in content can be attributed to multiple factors:
118:
higher-status. And correspondingly, out-groups are positively stereotyped as more warm to the extent that they are seen as less competition. However being positively stereotyped on one dimension usually corresponded with being negatively stereotyped on the other dimension.
137:
stereotype, as the out-group is perceived as not inclined or incapable to harm the in-group. On the other end of the spectrum, an out-group that is perceived as high-status and highly competitive (e.g., rich people) may evoke an
246:
The model minority myth puts into perspective how good stereotypes can still be associated with negative stereotypes, so people need to be careful of their words because it can make someone feel less of a person in their group.
909:
Sue, Derald Wing; Capodilupo, Christina M.; Torino, Gina C.; Bucceri, Jennifer M.; Holder, Aisha M. B.; Nadal, Kevin L.; Esquilin, Marta (2007). "Racial microaggressions in everyday life: Implications for clinical practice".
97:
Although both positive stereotypes and negative stereotypes require making generalisations about a group, positive stereotypes and their expression may not be seen as rooted in prejudice because of their positive
210:
individual may have an increased negative reaction to being depersonalized. Thus, the extent of a target's negative reaction to being depersonalized by a positive stereotype can depend largely on the relevant
621:
Madon, Stephanie; Guyll, Max; Aboufadel, Kathy; Montiel, Eulices; Smith, Alison; Palumbo, Polly; Jussim, Lee (2001-08-01). "Ethnic and National Stereotypes: The Princeton Trilogy Revisited and Revised".
778:
Shih, Margaret; Ambady, Nalini; Richeson, Jennifer A.; Fujita, Kentaro; Gray, Heather M. (2002). "Stereotype performance boosts: The impact of self-relevance and the manner of stereotype activation".
1003:
Garcia, Amber L.; Miller, Daniel A.; Smith, Eliot R.; Mackie, Diane M. (2006-07-01). "Thanks for the Compliment? Emotional Reactions to Group-Level Versus Individual-Level Compliments and Insults".
674:
Fiske, Susan T.; Cuddy, Amy J. C.; Glick, Peter; Xu, Jun (Jun 2002). "A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition".
133:
and not competitive (e.g., elderly people) are often stereotyped as higher in warmth, but lower in competence. Being high in warmth and low in competence is considered to be a
452:
Pittinsky, Todd L.; Shih, Margaret; Ambady, Nalini (2000). "Will a Category Cue Affect You? Category Cues, Positive Stereotypes and Reviewer Recall for Applicants".
67:
interactions generally, because stereotypes assign traits and abilities to members of social groups due simply to their perceived group membership. Much research on
35:
205:
values and individuals are more likely to describe themselves in relation to others and by their group memberships. In contrast, Western cultures promote more
727:
Walzer, Amy S.; Czopp, Alexander M. (2011-09-01). "Able But Unintelligent: Including Positively Stereotyped Black Subgroups in the Stereotype Content Model".
71:
and stereotypes has largely focused on negative stereotypes (e.g., the association of older adults with frailty) and the result of their prevalence (e.g.,
823:
Shih, Margaret; Pittinsky, Todd L.; Ambady, Nalini (1999-01-01). "Stereotype Susceptibility: Identity Salience and Shifts in Quantitative Performance".
960:
Siy, John Oliver; Cheryan, Sapna (2013). "When compliments fail to flatter: American individualism and responses to positive stereotypes".
579:
Karlins, M.; Coffman, T. L.; Walters, G. (1969). "On the fading of social stereotypes: Studies in three generations of college students".
358:
Mae, Lynda; Carlston, Donal E. (2005-05-01). "Hoist on your own petard: When prejudiced remarks are recognized and backfire on speakers".
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in which the stereotype is expressed, and importantly, how a person views themselves and wants to be viewed in relation to others.
43:
202:
160:
to think of positive stereotypes associated with older age and wisdom showed increased performance on a set of memory tasks.
331:
Czopp, Alexander M. (2008-03-01). "When is a compliment not a compliment? Evaluating expressions of positive stereotypes".
189:
To determine whether this negative reaction to feeling depersonalized by a positive stereotype is found across different
181:
Because stereotypes communicate beliefs held about a group, being the target of a stereotype can evoke a sense of being
121:
1089:
1046:
Markus, H. R.; Kitayama, S. (1991). "Culture and the self: Implications for cognition, emotion, and motivation".
111:
1055:
787:
683:
157:
99:
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792:
688:
1028:
985:
935:
891:
848:
760:
709:
647:
477:
431:
310:
1020:
977:
927:
883:
840:
805:
752:
744:
701:
639:
596:
561:
469:
423:
415:
302:
294:
222:"Positive stereotypes may signal to targets that negative stereotypes are not far behind" -In
182:
72:
20:
1065:
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969:
919:
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832:
797:
736:
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631:
588:
553:
526:
461:
407:
367:
340:
286:
277:(2016-07-01). "Prejudice Masquerading as Praise The Negative Echo of Positive Stereotypes".
201:(e.g., U.S. culture), which place more value on independence. Eastern cultures promote more
170:
39:
198:
194:
495:
National Research Council (US) Committee on Aging Frontiers in Social Psychology (2006).
63:
866:
Levy, Becca (1996). "Improving memory in old age through implicit self-stereotyping".
1083:
1032:
651:
517:
Katz, D.; Braly, K. W. (1933). "Racial stereotypes of one-hundred college students".
395:
274:
206:
93:
the increased intergroup contact of people of different ethnicities and nationalities
989:
895:
764:
713:
314:
939:
852:
544:
Gilbert, G. M. (1951). "Stereotype persistence and change among college students".
435:
169:
positive stereotypes when encountered over time might come to be seen as a form of
31:
481:
740:
147:
was attributed to being competent due to talent rather than due to intelligence.
879:
134:
130:
47:
1069:
923:
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26:
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836:
68:
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756:
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565:
427:
306:
887:
600:
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the expression of negative stereotypes as being less socially acceptable
239:
it says that Asian Americans outperform other racial groups in school.
211:
190:
139:
973:
592:
557:
530:
497:"Opportunities Lost: The Impact of Stereotypes on Self and Others"
398:(2015-07-01). "Positive Stereotypes Are Pervasive and Powerful".
34:. Common examples of positive stereotypes are Asians with
87:
the relative change in status of different social groups
30:
refers to a subjectively favourable belief held about a
16:
Subjectively favourable belief about a social group
125:Stereotype Content Model from Fiske et al., 2002
501:Personality, and Adult Developmental Psychology
8:
962:Journal of Personality and Social Psychology
868:Journal of Personality and Social Psychology
780:Journal of Personality and Social Psychology
676:Journal of Personality and Social Psychology
581:Journal of Personality and Social Psychology
1005:Group Processes & Intergroup Relations
624:Personality and Social Psychology Bulletin
279:Personality and Social Psychology Bulletin
129:For instance, social out-groups viewed as
1059:
791:
687:
546:Journal of Abnormal and Social Psychology
519:Journal of Abnormal and Social Psychology
360:Journal of Experimental Social Psychology
333:Journal of Experimental Social Psychology
120:
256:
226:(Siy & Cheryan, 2016, p. 953)
955:
953:
951:
949:
669:
667:
665:
663:
661:
616:
614:
612:
610:
400:Perspectives on Psychological Science
218:Association with negative stereotypes
106:Interaction with negative stereotypes
7:
512:
510:
447:
445:
394:Czopp, Alexander M.; Kay, Aaron C.;
389:
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326:
324:
268:
266:
264:
262:
260:
14:
729:The Journal of Social Psychology
224:Prejudice Masquerading as Praise
454:Social Psychology of Education
1:
75:) on perceivers and targets.
741:10.1080/00224545.2010.503250
880:10.1037/0022-3514.71.6.1092
1106:
1070:10.1037/0033-295x.98.2.224
924:10.1037/0003-066x.62.4.271
802:10.1037/0022-3514.83.3.638
698:10.1037/0022-3514.82.6.878
372:10.1016/j.jesp.2004.06.011
345:10.1016/j.jesp.2006.12.007
143:(i.e., lower in warmth).
1017:10.1177/1368430206064636
636:10.1177/0146167201278007
412:10.1177/1745691615588091
291:10.1177/0146167216649605
112:stereotype content model
48:warmer and more communal
44:greater athletic ability
837:10.1111/1467-9280.00111
466:10.1023/A:1009656413789
60:The Nature of Prejudice
46:, and women with being
126:
912:American Psychologist
825:Psychological Science
124:
1048:Psychological Review
36:better math ability
273:Siy, John Oliver;
127:
1090:Social psychology
177:Depersonalization
73:stereotype threat
40:African Americans
21:social psychology
1097:
1074:
1073:
1063:
1043:
1037:
1036:
1000:
994:
993:
974:10.1037/a0030183
957:
944:
943:
906:
900:
899:
874:(6): 1092–1107.
863:
857:
856:
820:
814:
813:
795:
775:
769:
768:
724:
718:
717:
691:
671:
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593:10.1037/h0027994
576:
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558:10.1037/h0053696
541:
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531:10.1037/h0074049
514:
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328:
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199:Western cultures
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1080:
1079:
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1077:
1061:10.1.1.320.1159
1045:
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1001:
997:
959:
958:
947:
908:
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903:
865:
864:
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822:
821:
817:
793:10.1.1.419.7462
777:
776:
772:
726:
725:
721:
689:10.1.1.320.4001
673:
672:
659:
630:(8): 996–1010.
620:
619:
608:
578:
577:
573:
543:
542:
538:
516:
515:
508:
494:
493:
489:
451:
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393:
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379:
357:
356:
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330:
329:
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272:
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258:
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236:
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207:individualistic
195:interdependence
179:
171:microaggression
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153:
108:
56:
17:
12:
11:
5:
1103:
1101:
1093:
1092:
1082:
1081:
1076:
1075:
1054:(2): 224–253.
1038:
1011:(3): 307–324.
995:
945:
918:(4): 271–286.
901:
858:
815:
786:(3): 638–647.
770:
735:(5): 527–530.
719:
682:(6): 878–902.
657:
606:
571:
552:(2): 245–254.
536:
525:(3): 280–290.
506:
487:
441:
406:(4): 451–463.
396:Cheryan, Sapna
377:
366:(3): 240–255.
350:
339:(2): 413–420.
320:
285:(7): 941–954.
275:Cheryan, Sapna
255:
254:
252:
249:
235:
232:
219:
216:
203:collectivistic
183:depersonalized
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107:
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64:Gordon Allport
55:
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15:
13:
10:
9:
6:
4:
3:
2:
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1018:
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1006:
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996:
991:
987:
983:
979:
975:
971:
968:(1): 87–102.
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946:
941:
937:
933:
929:
925:
921:
917:
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164:Disadvantages
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135:paternalistic
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965:
961:
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904:
871:
867:
861:
831:(1): 80–83.
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732:
728:
722:
679:
675:
627:
623:
584:
580:
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549:
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500:
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460:(1): 53–65.
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32:social group
24:
18:
587:(1): 1–16.
131:subordinate
251:References
151:Advantages
54:Prevalence
27:stereotype
1056:CiteSeerX
1033:145565550
1025:1368-4302
845:0956-7976
788:CiteSeerX
749:0022-4545
684:CiteSeerX
652:145194707
644:0146-1672
474:1381-2890
420:1745-6916
299:0146-1672
110:In their
69:prejudice
25:positive
1084:Category
990:11392176
982:23025500
932:17516773
896:14442482
810:12219859
765:31468700
757:22017070
714:17057403
706:12051578
566:14841006
428:26177947
315:36153890
307:27287753
191:cultures
62:(1954),
940:7326535
888:8979380
853:3852881
601:5352372
436:5968202
234:Example
212:culture
140:envious
100:valence
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