Situational disengagement and persistence in the face of adversity

Research suggests that the experience of belonging to a group whose academic abilities are negatively stereotyped fosters disidentification over time, that is, the psychological insulation of the self from academic evaluations and outcomes (Crocker, Major, & Steele, 1998). This research tests whether the process of disidentification can ironically improve motivation when mobilized in response to specific situations. Black and White participants were given negative feedback on an ability-diagnostic or non-diagnostic task. Subsequently, all participants were given the opportunity to persist on the task and their level of disengagement was assessed. As hypothesized, Black participants in the diagnostic condition displayed the most persistence as well as the most disengagement and this persistence response was mediated by their disengagement. The results suggest that, in contrast to chronic disengagement, situational disengagement may help facilitate motivation and persistence.