Article

Stereotype threat and the social and scientific contexts of the race achievement gap.

Department of Psychology, Yale University, New Haven, CT 06520-8205, USA.
American Psychologist (Impact Factor: 6.87). 05/2005; 60(3):270-1; discussion 271-2. DOI: 10.1037/0003-066X.60.3.270
Source: PubMed
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    ABSTRACT: The authors comment on the comments (see records 2005-03019-016; 2005-03019-017; 2005-03019-018) made on their original article entitled On Interpreting Stereotype Threat as Accounting for African American-White Differences on Cognitive Tests (see record 2004-10043-001). The authors welcome the thoughtful insights of Wicherts, Helms, and Cohen and Sherman, and they hope that these comments stimulate further critical analysis of methodological issues associated with stereotype threat research. The authors do not dispute that stereotype threat is a real phenomenon or that it remains a potentially important contributor to the racial achievement gap. They encourage researchers to continue their efforts to determine what role stereotype threat plays in contributing to that gap, especially in real-world testing situations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
    American Psychologist 03/2005; 60(3):271-272. DOI:10.1037/0003-066X.60.3.271 · 6.87 Impact Factor
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    ABSTRACT: Ethical guidelines require school psychologists to ensure that their assessment practices are nondiscriminatory, but typical discussions on this topic neglect the possible discriminatory effects of cultural stereotypes on assessment results. Recent research on stereotype threat shows that students' knowledge of stereotype-based negative expectations about their test performance can depress their actual test performance. This paper discusses the range of conditions that promote stereotype threat and identifies important moderators and mediators of the phenomenon. Several practical suggestions are offered for school psychologists to consider when interviewing students, interpreting assessment results, and developing programs to increase schoolwide achievement.
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    ABSTRACT: In this study, we extend research on stereotype threat to adolescents and to school belonging. Stereotype threat refers to the impact of societal stereotypes on individual performance. Participants included adolescents from marginalized racial/ethnic minority groups including African Americans, American Indians, and Latinos and nonmarginalized racial/ethnic groups including Asian Americans and European Americans. A subtle manipulation that involved altering the sequence of instruments on a survey was employed to make identity salient and to activate stereotype threat. Results indicated that marginalized minority adolescents in the threat condition reported lower school belonging scores than their counterparts in the nonthreat condition , with a small to medium effect size. Making identity salient did not affect school belonging in nonmargin-alized participants. Findings have implications for academic performance in minority adolescents.
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