review by . James R. Flynn, surveying studies on the topic, notes that the weight and presence of many test questions depends on what sorts of information and modes of thinking are culturally valued. According to a 2008 article in the journal Intelligence, a survey found that most researchers in the field of intelligence measurement do not believe there is robust evidence for the claim that IQ tests are racially or culturally biased. This finding is similar to that of a 2003 survey. Stereotype threat and minority status Stereotype threat is the fear that one's behavior will confirm an existing stereotype of a group with which one identifies or by which one is defined; this fear may in turn lead to an impairment of performance. Testing situations that highlight the fact that intelligence is being measured tend to lower the scores of individuals from racial-ethnic groups who already score lower on average or are expected to score lower. Stereotype threat conditions cause larger than expected IQ differences among groups. Psychometrician Nicholas Mackintosh considers that there is little doubt that the effects of stereotype threat contribute to the IQ gap between black people and white people. A large number of studies have shown that systemically disadvantaged minorities, such as the African American minority of the United States, generally perform worse in the educational system and in intelligence tests than the majority groups or less disadvantaged minorities such as immigrant or "voluntary" minorities. The explanation of these findings may be that children of caste-like minorities, due to the systemic limitations of their prospects of social advancement, do not have "effort optimism", i.e. they do not have the confidence that acquiring the skills valued by majority society, such as those skills measured by IQ tests, is worthwhile. They may even deliberately reject certain behaviors that are seen as "acting white." Research published in 1997 indicates that part of the black–white gap in cognitive ability test scores is due to racial differences in test motivation. Some researchers have suggested that stereotype threat should not be interpreted as a factor in real-life performance gaps, and have raised the possibility of publication bias. Other critics have focused on correcting what they claim are misconceptions of early studies showing a large effect. However, numerous meta-analyses and systematic reviews have shown significant evidence for the effects of stereotype threat, though the phenomenon defies over-simplistic characterization. For instance, one