Stereotype-based expectancy and academic evaluation:The joint influence of prior expectancy and the diagnosticity of current information

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The effect of prior stereotypical expectancy on academic evaluation was examined by varying the information value of a target's current behavior. Following the procedure of Darley and Gross (1983), 62 male and 12 female undergraduate volunteers were asked to evaluate academic abilities of a target child. Half of them were told in advance that the child came from a high socio-economic class, and the other half that he came from a low socio-economic class. Then subjects were asked to examine the results of an academic test in which the child's performance was high, moderate, or low, and to evaluate his abilities in several subject areas. "Labeling effects" occured. That is, given identical performance, the subjects given high socio-economic status information rated the child's abilities higher than those given low socioeconomic status information. This effect emerged mainly under moderate performance of the child, and almost disappeared under high or low performance. These results were discussed from a Bayesian perspective using the concept of datum diagnosticity.
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