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

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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

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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
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