Ce projet doctoral s’inscrit dans le contexte de la réhabilitation psychosociale promouvant la lutte contre la stigmatisation des maladies psychiatriques sévères. Il vise à une meilleure compréhension de la stigmatisation de la schizophrénie au travers de l’étude des composantes du stéréotype et de ses effets sur les performances neuropsychologiques. La revue de la littérature sur la thématique nous amène au constat d’une grande hétérogénéité dans les méthodes d’exploration du stéréotype de la schizophrénie, en partie expliquée par un cloisonnement des recherches entre la Psychiatrie et la Psychologie sociale.Les deux études réalisées visaient à : i) explorer le contenu du stéréotype de la schizophrénie chez les familles et dans la population générale en France ; ii) étudier expérimentalement l’impact de la menace du stéréotype sur les performances cognitives des personnes souffrant de schizophrénie.La première étude montre que le stéréotype de la schizophrénie est plus massivement rejeté par les familles, et notamment dans sa dimension « Dangerosité ». Les résultats suggèrent en outre que la dimension « Incompétence » du stéréotype de la schizophrénie occupe une place centrale, autant chez les familles que dans la population générale. L’intégration de nos résultats dans les modèles développés par la Psychologie sociale nous amène à proposer un modèle du contenu du stéréotype de la schizophrénie, dans lequel les dimensions de dangerosité et d’incompétence du stéréotype prédiraient des patterns spécifiques d’émotions et de comportements discriminatoires.La seconde étude, expérimentale, ne permet pas de mettre en évidence un effet négatif de la menace du stéréotype de la schizophrénie sur les performances exécutives. Cette absence de résultat significatif nous amène à discuter des enjeux méthodologiques dans les designs expérimentaux, en particulier quant à leur application dans la schizophrénie. Ainsi, certains facteurs comme le domaine d’identification, le choix des mesures cognitives et la prise en compte des différentes menaces potentielles apparaissent primordiaux pour les recherches futures. / This doctoral research interests the field of psychosocial rehabilitation, promoting the fight of stigma in severe mental disorders. The objective is to better understand the schizophrenia stigma through the study of stereotype components and its effect on current clinical neuropsychological practice. The review of stigma scientific publishing underlines a great methodological heterogeneity regarding schizophrenia stereotype exploration, that can be explain by the scientific partitioning of Social psychology and Psychiatry research. Consequently our doctoral research was aimed at integrating these two bodies of research to enhance the operationalization of schizophrenia stereotype content and its potential effects on cognitive performances.We conducted two studies aimed at: i) exploring schizophrenia content stereotype in families and the general population in France; ii) investigating the impact of stereotype threat on cognitive performances in schizophrenia.The first study shows that schizophrenia stereotype is more strongly rejected by families, especially in its “Dangerousness” dimension. Results also suggest that “Incompetency” is a core dimension of schizophrenia stereotype, both in families and the general population. The integration of our results with the models of Social psychology leads us to propose a model of schizophrenia stereotype content in which the Dangerousness and Incompetency dimensions would both predict specific patterns of emotions and discriminatory behaviors.The second experimental study failed to show any negative effect of schizophrenia stereotype threat on executive performances. Finally, this failure leads us to discuss the methodological issues of experimental designs, especially regarding their application in schizophrenia. Thus, several factors of interest, like the identification domain, the choice of cognitive measures and the consideration for various potential threats appear to be relevant for future research

L'objet de cette thèse est de montrer que le contact avec les jeunes peut diminuer les effets délétères de la menace du stéréotype (i.e., la crainte de confirmer le stéréotype négatif de son propre groupe) sur la performance des personnes âgées, en France et en Indonésie. Dans les deux pays, les personnes âgées sont stéréotypées comme ayant de faibles capacités mnésiques. Nous examinons également les rôles médiateurs de l'anxiété (liée à la performance et/ou celle d'intergroupe) et de l'empathie (l'empathie cognitive, également appelée «perspective taking», et/ou l'empathie affective) dans le lien entre la menace et la performance, en fonction du groupe culturel auquel appartiennent ces personnes âgées. Les participants, des personnes âgées en France et en Indonésie, réalisaient une tâche présentée soit comme un test de mémoire (menaçant pour les personnes âgées) ou comme un exercice cognitif (non menaçant). Les résultats montrent que, dans les deux pays, la menace entraîne la diminution de la performance des participants par rapport à la tâche, particulièrement chez ceux qui ont peu de contacts positifs avec les jeunes en dehors de la famille. Parmi ceux ayant des contacts positifs, la menace ne réduit pas leur performance. Les contacts avec les jeunes au sein même de la famille, par exemple avec les petits enfants, entraînent également des meilleures performances chez les participants âgés en France, contrairement à ceux en Indonésie. Les résultats révèlent que l'anxiété, contrairement à l'empathie, est une variable médiatrice du lien entre la menace et la performance. Tout en révélant l'influence de la culture, l'anxiété liée à la performance chez les participants français versus l'anxiété intergroupe chez les participants indonésiens, explique la diminution des performances. La discussion se focalise sur les différences aussi bien dans la nature des contacts intergénérationnels que dans la perception de soi chez les personnes âgées dans ces deux pays. / The present studies examined whether contacts with young people reduce the negative effects of stereotype threat (i.e., fear of confirming the negative stereotypes of one's own group) on the performance of the elderly in France and in Indonesia. The extent to which this is mediated by anxiety (performance anxiety and/or intergroup anxiety) and empathy (i.e., cognitive empathy, also called perspective taking, and/or affective empathy) as a function of cultural groups was also examined. Samples of elderly people in France and in Indonesia completed a task that was framed as a memory test (high-threat situation, given the stereotype of the elderly as forgetful in both countries) or a cognitive exercise (low-threat situation). Results showed that, in both countries, threat decreased the performance of the elderly, but only among those who had little positive contacts with young people outside the family. Among those who had more positive contacts, threat did not lower their performance. Contacts with you people within the family, such as grandchildren, also had similar buffering function among our French participants, but not among Indonesian participants. Results also revealed anxiety, but not empathy, as the mediating factor of the link between threat, contacts, and performance. Revealing the importance of culture, it was performance anxiety for the French vs. intergroup anxiety for the Indonesian elderly that mediated the effects of threat on performance. The discussion focuses on the differences in the nature of intergenerational contacts and in the self-perception of the elderly in the two countries.

Abstract Despite an aging U. S. workforce, age discrimination at work remains an issue. Researchers have found that beliefs about the aging process affect workers' performance and attitudes. There is little research available examining this phenomenon from the perception of older workers. The purpose of this qualitative phenomenological study was to understand the lived experiences of 7 workers aged 55 and older regarding ageism through the theoretical framework of stereotype threat theory. Research questions focused on identifying age-related stereotypes held by the participants, the influence of those stereotypes on perceptions of aging, perception of the impact of aging on job performance, and experienced ageism and discrimination in the workplace. Transcribed interviews were analyzed using a modified Stevick Colazzi method to group significant statements into themes and form a composite description that included textural and structural description. Themes that emerged from the study included culturally absorbed stereotypes of helplessness, acceptance of the participants' aging process, positive perceptions of themselves as older workers, a perceived pressure to retire from coworkers, self-identified physical limitations, and life-stage acceptance. Overall, older workers reported a relatively positive self-image and positive perceptions of work performance by supervisors and coworkers. The findings of this study may contribute to social change by informing employers and employee assistance counselors how to address the realistic needs and concerns of older workers. Further studies in aging may promote understanding of aging not as equaling decline but as a time of opportunity to continue to make contributions to the community regardless of chronological age.

Academic underachievement among Black students, particularly Black male students, is a troubling trend that has long attracted scholarly attention. The prevailing consensus is that the shortcomings of some Black male students in academic achievement may be attributable to traumatic experiences arising from environments of violent, inner-city poverty that disproportionately affect Black men. Traumatic experiences have been shown to negatively affect Black men’s self-perception, emotions, self-image, and social and cognitive skills, with consequences in the form of measured shortfalls in retention and graduation rates. My qualitative, phenomenological study sought to explore how previous traumatic experiences of Black men affected their academic experiences and achievement while attending a community college. This study was conducted in a virtual environment setting using Zoom video conferencing and each interview ran approximately 45 minutes. Ten Black men were selected from a demographic survey to take part in this study. When asked about traumatic experiences, several participants mentioned the death of a family member as affecting their academic progress. Interpersonal loss may contribute to long-term effects on student engagement. Another reoccurring theme was negative stereotypes related to Black men being reinforced intentionally or unintentionally in the classroom. The findings from this study on the social and cultural experiences of Black men may encourage educational leaders to create more effective academic supports and services designed to improve the success rate of Black, male students who have suffered previous traumatic experiences.

Editorial on the Research Topic. Age-Based Stereotype Threat Effects on Performance Outcomes.

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