Return to References: Stereotype Threat factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Diagnostic Comparisons: (e.g. Wasserberg 2014): Stereotype threat is typically measured by comparing a group of students vulnerable to Stereotype Threat, who take a reading test and are told the test is diagnostic of their reading abilities, to a group of students who are also vulnerable to Stereotype Threat and are told the test is non-diagnostic. If students in the “non-threat” group perform better than the students in the “threat” group this is evidence that Stereotype Threat has negatively influenced performance.
Testing Conditions: (e.g., Ambady et al., 2001): Stereotype Threat is often measured by looking at the effect of different testing conditions on performance (e.g., making the stereotyped group's identity salient or telling students that the test is diagnostic of their abilities).
Alter, A. L., Aronson, J., Darley, J. M., Rodriguez, C., & Ruble, D. N. (2010). Rising to the threat: Reducing stereotype threat by reframing the threat as a challenge. Journal of Experimental Social Psychology, 46(1), 166-171.
Ambady, N., Shih, M., Kim, A., & Pittinsky, T. L. (2001). Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science, 12(5), 385-390.
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113-125.
Aronson, J., & Good, C. (2003). The development and consequences of stereotype vulnerability in adolescents. In F. Pajares & T. Urdan (Eds.), Adolescence and education: Vol. 2. Academic motivation of adolescents (pp. 299–330). Greenwich, CT: Information Age.
Aronson, J., Lustina, M.J., Good, C., Keough, K., Steele, C.M., & Brown, J. (1999). When white men can't do math: necessary and sufficient factors in stereotype threat. Journal of Experimental Social Psychology, 35(1), 29-46.
Bao, X., Xue, H., Zhang, Q., & Xu, W. (2023). Academic stereotype threat and engagement of higher vocational students: A moderated mediation model. Social Psychology of Education, 1-17.
Bedyńska, S., Krejtz, I., Rycielski, P., & Sedek, G. (2020). Stereotype threat is linked to language achievement and domain identification in young males: Working memory and intellectual helplessness as mediators. Psychology in the Schools, 57(9), 1331-1346.
Bedyńska, S., Krejtz, I., & Sedek, G. (2018). Chronic stereotype threat is associated with mathematical achievement on representative sample of secondary schoolgirls: The role of gender identification, working memory, and intellectual helplessness. Frontiers in Psychology, 9, 428.
Bedyńska, S., Rycielski, P., & Jabłońska, M. (2021). Measuring stereotype threat at math and language arts in secondary school: validation of a questionnaire. Frontiers in Psychology, 12, 553964.
Beilock, S. L., Rydell, R. J., & McConnell, A. R. (2007). Stereotype threat and working memory: Mechanisms, alleviation, and spillover. Journal of Experimental Psychology: General, 136(2), 256-276.
Burnett, M., Kurtz-Costes, B., Vuletich, H. A., & Rowley, S. J. (2020). The development of academic and nonacademic race stereotypes in African American adolescents. Developmental Psychology, 56(9), 1750.
Casad, B. J., Hale, P., & Wachs, F. L. (2017). Stereotype threat among girls: Differences by gender identity and math education context. Psychology of Women Quarterly, 41(4), 513-529.
Cheryan, S., & Bodenhausen, G. V. (2000). When positive stereotypes threaten intellectual performance: The psychological hazards of “model minority” status. Psychological Science, 11(5), 399-402.
Cokley, K., McClain, S., Jones, M., & Johnson, S. (2012). A preliminary investigation of academic disidentification, racial identity, and academic achievement among African American adolescents. The High School Journal, 95(2), 54-68.
Danaher, K., & Crandall, C. S. (2008). Stereotype threat in applied settings re‐examined. Journal of Applied Social Psychology, 38(6), 1639-1655.
Désert, M., Préaux, M., & Jund, R. (2009). So young and already victims of stereotype threat: Socio-economic status and performance of 6 to 9 years old children on Raven's progressive matrices. European Journal of Psychology of Education, 24, 207-218.
Duchesneau, N. (2020). Social, Emotional, and Academic Development through an Equity Lens. Education Trust.
Fry, R., Kennedy, B., & Funk, C. (2021). STEM jobs see uneven progress in increasing gender, racial and ethnic diversity. Pew Research Center, 1-28.
Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645-662.
Haft, S. L., Greiner de Magalhães, C., & Hoeft, F. (2023). A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities. Journal of Learning Disabilities, 56(3), 193-209.
Harrison, L. A., Stevens, C. M., Monty, A. N., & Coakley, C. A. (2006). The consequences of stereotype threat on the academic performance of White and non-White lower income college students. Social Psychology of Education, 9, 341-357.
Hartley, B. L., & Sutton, R. M. (2013). A stereotype threat account of boys' academic underachievement. Child Development, 84(5), 1716-1733.
Hines Shelvin**, K., Rivadeneyra**, R., & Zimmerman**, C. (2014). Stereotype threat in African American children: The role of Black identity and stereotype awareness. Revue Internationale de Psychologie Sociale, 27(3), 175-204.
Huguet, P., & Regner, I. (2007). Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances. Journal of Educational Psychology, 99(3), 545.
Jaramillo, J., Mello, Z. R., & Worrell, F. C. (2016). Ethnic identity, stereotype threat, and perceived discrimination among Native American adolescents. Journal of Research on Adolescence, 26(4), 769-775.
Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of Experimental Child Psychology, 160, 92-106.
McGlone, M. S., & Aronson, J. (2006). Stereotype threat, identity salience, and spatial reasoning. Journal of Applied Developmental Psychology, 27(5), 486-493.
Mello, Z. R., Mallett, R. K., Andretta, J. R., & Worrell, F. C. (2012). Stereotype threat and school belonging in adolescents from diverse racial/ethnic backgrounds. Journal of At-Risk Issues, 17(1), 9-14.
Osborne, J. W. (1999). Unraveling underachievement among African American boys from an identification with academics perspective. Journal of Negro Education, 555-565.
Osborne, J. W. (2001). Testing stereotype threat: Does anxiety explain race and sex differences in achievement? Contemporary Educational Psychology, 26(3), 291-310.
Pauker, K., Ambady, N., & Apfelbaum, E. P. (2010). Race salience and essentialist thinking in racial stereotype development. Child Development, 81(6), 1799-1813.
Pittinsky, T. L., Shih, M., & Ambady, N. (1999). Identity adaptiveness: Affect across multiple identities. Journal of Social Issues, 55(3), 503-518.
Régner**, I., Steele***, J. R., Ambady****, N., Thinus-Blanc**, C., & Huguet**, P. (2014). Our future scientists: A review of stereotype threat in girls from early elementary school to middle school. Revue internationale de psychologie sociale, 27(3), 13-51.
Ryan, K. E., & Ryan, A. M. (2005). Psychological processes underlying stereotype threat and standardized math test performance. Educational Psychologist, 40(1), 53-63.
Schmader, T. (2010). Stereotype threat deconstructed. Current Directions in Psychological Science, 19(1), 14-18.
Seider, S., Clark, S., & Graves, D. (2020). The development of critical consciousness and its relation to academic achievement in adolescents of color. Child Development, 91(2), e451-e474.
Shenouda, C. K., & Danovitch, J. H. (2014). Effects of gender stereotypes and stereotype threat on children's performance on a spatial task. Revue Internationale de Psychologie Sociale, 27(3), 53-77.
Smith, J.L., & White, P.H. (2001). Development of the domain identification measure: A tool for investigating stereotype threat effects. Educational and Psychological Measurement, 61(6), 1040-1057.
Spencer, B., & Castano, E. (2007). Social class is dead. Long live social class! Stereotype threat among low socioeconomic status individuals. Social Justice Research, 20, 418-432.
Spencer, S. J., Logel, C., & Davies, P. G. (2016). Stereotype threat. Annual Review of Psychology, 67, 415-437.
Starr, C. R., & Simpkins, S. D. (2021). High school students' math and science gender stereotypes: Relations with their STEM outcomes and socializers' stereotypes. Social Psychology of Education, 24, 273-298.
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797-811.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
