The influence of television on stereotype threat among adolescents of Mexican descent.

Abstract

Stereotype threat, the risk of confirming a negative stereotype about one's group, has been found to be a strong influence on the academic performance of stigmatized groups such as Latinos. The mass media may be an important educator in the learning of stereotypes. Latinos are grossly underrepresented in the media and are often portrayed in negative and stereotypical ways. Viewing stereotypical portrayals of their group may make racial stereotypes salient for Latino youth and thus affect stereotype threat and performance in school. The present study examined the effects of television use on stereotype threat among two age groups of Latino high school students, Participants were 116 ninth and tenth grade and 80 eleventh and twelfth grade Latino high school students, most of whom were of Mexican descent. The participants filled out measures on exposure to and involvement with English and Spanish-language television. In addition, the participants were divided into three experimental groups in which they watched television programs with Latino characters: Stereotyped TV, diagnostic test, and control. The students then took a short academic test based on questions from the PSAT and SAT. Overall, exposure to English-language television programming tended to be related to lower school motivation and performance, while exposure to Spanish-language programming tended to be related to less awareness of stereotypes and higher school motivation and performance. Results indicated that television <italic> exposure</italic> was related to awareness of stereotypes among males. However, for the females, it was television <italic>involvement</italic> that was related to awareness of stereotypes. Television exposure was more related to school motivation and performance than involvement with viewing. There was a trend showing that students in the stereotype threat condition did worse on the verbal exam than students in the control condition. This difference became significant when examining condition and generational status of the students. In addition, those who were heavier viewers of television did worse on the verbal exam than did lighter viewers. Findings indicate that there are meaningful links between television use and academic achievement among Latino high school students. There is evidence that these links may occur through stereotype threat.