Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (2): 171-177.doi: 10.16187/j.cnki.issn1001-4918.2022.02.03

Previous Articles     Next Articles

Middle School Students' Explicit and Implicit Stereotypes towards Poverty-stricken Students

ZHANG Fengjuan1, WU Huan2, LYU Junwei3, WANG Danyang4, LIU Xixi5   

  1. 1. Faculty of Education, Guangxi Normal University, Guilin 541004;
    2. Department of Student Affairs, Guangzhou College of Commerce, Guangzhou 510555;
    3. College of Chinese Language and Literature, Guangxi Normal University, Guilin 541004;
    4. School of Physical Education & Sports Science, South China Normal University, Guangzhou 510006;
    5. Department of Student Affairs, Wuhan Donghu University, Wuhan 430212
  • Published:2022-03-24

Abstract: The present study aimed to explore the explicit and implicit stereotypes held by middle school students towards poverty-stricken students. By using research method of personality lexicology and open questionnaire, study 1 investigated middle school students' explicit stereotypes towards poverty-stricken students in the following five aspects:appearance, characters, behavioral habits, academic performance and interpersonal communication. It found that the descriptions of explicit impression could be classified into three types:positive, negative and neutral. In study 2, the Single Category Implicit Association Test (SC-IAT) was used to examine middle school students' implicit stereotypes towards poverty-stricken students. The results showed that the reaction time of compatibility task (poverty-stricken students + negative words) was significantly shorter than that of incompatibility task (poverty-stricken students + positive words). It indicated that:compared with positive stereotypes, middle school students held significantly negative implicit stereotypes on poverty-stricken students.

Key words: poverty-stricken students, explicit stereotypes, implicit stereotypes, negative stereotypes, positive stereotypes

CLC Number: 

  • B844
Attree, P. (2006). Thesocial costs of child poverty:A systematic review of the qualitative evidence. Children & Society, 20, 54-66.
Bargh, J. A., Chen, M., & Burrows, L. (1996). Automaticity ofsocial behavior:Direct effects of trait construct and stereotype activation on action. Journal of Personality and Social Psychology, 71(2), 230-244.
Czopp, A. M., Kay, A. C., & Cheryan, S. (2015). Positivestereotypes are pervasive and powerful. Perspectives on Psychological Science, 10(4), 451-463.
Desert, M., Preaux, M., & Jund, R. (2009). So young and already victims of stereotype threat:Socio-economic status and performance of 6 to 9 years old children on Raven's progressive matrices.European Journal of Psychology of Education, 24(2), 207-218.
Devine, P. G. (2001). Implicit prejudice and stereotyping:How automatic are they? Introduction to the special section.Journal of Personality and Social Psychology, 81(5), 757-759.
Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition:Attitudes, self-esteem, and stereotypes.Psychological Review, 102(1), 4-27.
Greenwald, A. G., Banaji, M. R., Rudman, L. A., Farnham, S. D., Nosek, B. A., & Mellott, D. S. (2002). A unified theory of implicit attitudes, stereotypes, self-esteem, and self-concept.Psychological Review, 109(1), 3-25.
Heberle, A. E., & Carter, A. S. (2020a). Young children's stereotype endorsement about people in poverty:Age and economic status effects. Children and Youth Services Review, 108. 104605.https://doi.org/10.1016/j.childyouth.2019.104605
Heberle, A. E., & Carter, A. S. (2020b). Is poverty on young minds? Stereotype endorsement, disadvantage awareness, and social-emotional challenges in socioeconomically disadvantaged children. Developmental Psychology, 56(2), 336-349.
Hilton, J. L., & von Hippel, W. (1996). Stereotypes.Annual Review of Psychology, 47(1), 237-271.
Karpinski, A., & Steinman, R. B. (2006). The single category implicit association test as a measure of implicit social cognition.Journal of Personality and Social Psychology, 91(1), 16-32.
Najman, J. M., Bor, W., Ahmadabadi, Z., Williams, G. M., Alati, R., Mamun, A. A.,… Clavarino, A. (2018). The inter- and intra- generational transmission of family poverty and hardship (adversity):A prospective 30 year study.PLoS One, 13(1), e0190504.https://doi.org/10.1371/journal.pone.0190504
Pascoe, E. A., & Richman, L. S. (2009). Perceived discrimination and health:A Meta-analytic review. Psychological Bulletin, 135(4), 531-554.
Weinger, S. (2000a). Economic status:Middle class and poor children's views. Children & Society, 14(2), 135-146.
Weinger, S. (2000b). Opportunities for career success:Views of poor and middle-class children. Children and Youth Services Review, 22(1), 13-35.
Wilson, T. D., Lindsey, S., & Schooler, T. Y. (2000). A model of dual attitudes.Psychological Review, 107(1), 101-126.
Woods, T. A., Kurtz-Costes, B., & Rowley, S. J. (2005). Thedevelopment of stereotypes about the rich and poor:Age, race, and family income differences in beliefs. Journal of Youth and Adolescence, 34(5), 437-445.
蔡景雪. (2019). 高校贫困生的心理健康问题探析. 锦州医科大学学报(社会科学版), 17(4), 59-61.
陈琴. (2005). 贫困大学生社会支持和应对方式与心理健康的相关研究. 中国学校卫生, 26(8), 637-639.
陈智. (2018). 我国高校家庭经济困难学生资助中的污名问题研究(硕士学位论文). 湖南师范大学, 长沙.
冯缙, 黄希庭. (2018). 贫困大学生的矛盾心理及其引导. 心理研究, 11(6), 494-499.
郝亚明. (2015). 西方群际接触理论研究及启示. 民族研究, (3), 13-24+123.
康育文, 陈青萍. (2006). 贫困大学生心身健康与自尊、人际关系、成就动机的相关. 中国临床心理学杂志, 14(5), 510-512+509.
李海星. (2001). 大学贫困生心理健康状况的调查分析. 健康心理学杂志, 9(6), 424-425.
林崇德. (2018). 发展心理学(第三版)(pp.374-375). 北京:人民教育出版社.
卢谢峰, 唐源鸿, 曾凡梅. (2011). 效应量:估计、报告和解释. 心理学探新, 31(3), 260-264.
闵文斌, 茹彤, 史耀疆. (2019). 幼年贫困经历对农村青少年非认知能力的影响——基于生命历程理论的视角. 当代教育论坛, (5), 90-98.
全国学生资助管理中心. (2019-09-23). 中国学生资助70年. 人民日报, 18.
王登峰, 崔红. (2000). 文化、语言、人格结构. 北京大学学报(哲学社会科学版), 37(4), 38-46.
吴明证. (2005). 态度强度对内隐-外显态度关系的调节作用研究. 心理科学, 28(2), 388-391.
谢其利, 宛蓉, 张睿, 江光荣. (2016). 歧视知觉与农村贫困大学生孤独感:核心自我评价、朋友支持的中介作用. 心理发展与教育, 32(5), 614-622.
徐璐璐, 吴佩佩, 贺雯. (2018). 贫困大学生元刻板印象威胁对群际关系的影响:群际焦虑的中介和自尊的调节作用. 心理发展与教育, 34(4), 426-433.
徐霄扬, 张学新, 汪萱. (2019). 社会认知双加工视角下的刻板印象激活机制. 心理学探新, 39(5), 445-450.
杨治良,高桦,郭力平. (1998). 社会认知具有更强的内隐性——兼论内隐和外显的"钢筋水泥"关系. 心理学报, 30(1), 1-6.
张宝山, 俞国良. (2007). 污名现象及其心理效应. 心理科学进展, 15(6), 993-1001.
张兰君. (2000). 贫困大学生焦虑水平与社会支持研究. 中国心理卫生杂志, 14(3), 196-195.
周春燕, 黄海, 刘陈陵, 郭永玉, 贺金波. (2015). 评价者与被评价者的社会阶层对阶层刻板印象的影响. 心理与行为研究, 13(4), 511-515.
周菲. (2015). 高校贫困生身份建构、群体认同与应对策略. 教育学术月刊, (5), 75-81+94.
邹荣, 陈旭, 雷鹏, 彭丽娟. (2011). 流动儿童和城市儿童元刻板印象研究. 高等函授学报(哲学社会科学版), 24(11), 9-14.


[1] LIN Chongde. Need Is the Driver for Education and Development [J]. Psychological Development and Education, 2024, 40(1): 1-7.
[2] LENG Xinyi, SU Mengmeng, LI Wenling, YANG Xiujie, XING Ailing, ZHANG Xianglin, SHU Hua. The Relation between Home Environment and Early Language Development in Rural China [J]. Psychological Development and Education, 2024, 40(1): 8-18.
[3] CHEN Shuling, JIA Huibin, JIN Can, ZHANG Xin, WANG Enguo. Characteristics of Pre-attentive Processing of Visual Channels in Children with Developmental Coordination Disorder: Evidences from ERPs [J]. Psychological Development and Education, 2024, 40(1): 19-28.
[4] XIE Heping, WANG Yanqing, WANG Fuxing, ZHOU Zongkui, DENG Sue, DUAN Zhaohui. Generative Drawing Effect in Memory and Its Boundary Conditions: A Meta-analysis [J]. Psychological Development and Education, 2024, 40(1): 29-43.
[5] TIAN Huidong, ZHANG Yuhong, SUN Haoxiang, LI Ying, Hanixia. The Effect of Teacher-student Relationship on Social Competence with Peers for Students with Intellectual Disabilities: A Moderated Mediation Model [J]. Psychological Development and Education, 2024, 40(1): 44-54.
[6] CHEN Qishan, HE Jingyi. Anger Congruence and Interpersonal Relationships in Female College Roommates: A Moderated Polynomial Regression Model [J]. Psychological Development and Education, 2024, 40(1): 55-63.
[7] WANG Xinqiang, LI Jinwen, LU Hongyan, LAI Zhengwei, LI Jiayuan. The Influence of Advantages and Disadvantages of Mate Selection on Normal University Students’ Teacher Professional Identity: The Mediating Role of Perceived Mate Value and the Moderating Role of Self-esteem [J]. Psychological Development and Education, 2024, 40(1): 64-73.
[8] ZHAO Jingwei, CHEN Xiaoxu, REN Liwen, GENG Zhe, XU Fuzhen. Parental Psychological Control and Children’s Anxiety: A Moderated Mediating Model [J]. Psychological Development and Education, 2024, 40(1): 93-102.
[9] QIN Yao, PENG Yunshi. The Effect of Parenting Styles on Social Anxiety in Junior High School Students: The Chain Mediated Role of Rumination and Peer Acceptance [J]. Psychological Development and Education, 2024, 40(1): 103-113.
[10] WEI Hua, DING Huimin, CHEN Wu, HAO Xingfeng, XIONG Jie. The Relationship between Parents’ Phubbing and Adolescents’ Cyberbullying: The Mediating Effects of Stress and the Moderating Effects of Age [J]. Psychological Development and Education, 2024, 40(1): 114-121.
[11] FAN Xianglin, CUI Yingjin. The Relationship between Objectified Body Consciousness and Restrained Eating Behavior among Female College Students: The Mediating Roles of Fear of Negative Appearance Evaluation and Sociocultural Pressure [J]. Psychological Development and Education, 2024, 40(1): 122-131.
[12] ZHANG Huiru, ZHANG Weida, FU Wangqian, DENG Min, PENG Suhao, LI Yu. The Influence of Loneliness on Creative Inclination: Mediating Role of Boredom and Anxiety [J]. Psychological Development and Education, 2024, 40(1): 132-141.
[13] WANG Yimeng, WANG Zhendong, WANG Fengyan. Solution to “Being in the Game”——A Mindfulness Intervention Study on Wisdom: The Role of Personal Growth Initiative and Reflection [J]. Psychological Development and Education, 2024, 40(1): 142-152.
[14] JIN Xing, LIU Jinghong, MA Yue, YU Zhanyu. A Comparative Study on the Attentional Blink of Body Expression between Deaf and Normal Children [J]. Psychological Development and Education, 2023, 39(3): 305-312.
[15] ZHONG Weifang, GUO Yongxing. Electrophysiological Evidence for the Lateralized Effect of Lexical Categories on Perception of Facial Expression [J]. Psychological Development and Education, 2023, 39(3): 313-322.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!