Past research has found that making stereotyped-identity salient before administrating a challenging cognitive test influences a group member's performance outcomes (Cheryan, et al., 2000; Shih et al., 1999). This dissertation explored the individual differences that make group members more or less susceptible to this effect on a challenging math test among Asian American and Hispanic American female participants. Chapter 1 examined the effect of identity salience on a challenging math test. The results showed that only Hispanic Americans were susceptible to this effect. Chapter 2 examined one of the indicators of individual differences: ethnic identity. Results suggested that the level of ethnic identity predicted how Hispanic American participants become more or less susceptible, but not for Asian American participants. Past research on Asian American bicultural individuals showed that Asian Americans respond to stereotypes differently as a function of how they structure their Asian and American identities (Benet-Martinez and colleagues 2002; 2005). Therefore in Chapter 3, the degree to which bicultural Asian Americans and Hispanic Americans cognitively structure their two identities (Bicultural Identity Integration, BII) was examined as an individual difference that determines Asian American and Hispanic American participants' susceptibility. Results showed that BII predicted how Asian American participants become more or less susceptible to stereotype, but not for Hispanic Americans. Overall, the current study found that individual differences influence both Asian American and Hispanic American participants' stereotype susceptibility. The study also found that Asian American and Hispanic American's stereotype susceptibility was predicted by the different indicators of individual difference. The potential explanation for such differences, and the implications for classroom and educational practice are discussed.
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