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On June 22, 2021, we will launch updated strategies for the Math PK-2 model, as well as additional updates to the Navigator that highlight equity, SEL, and culturally responsive teaching. To learn more, visit our Site Updates (available in the "About" menu at the top of any page).
Hover to see how factors connect to Stereotype Threat. Then click connected factors to explore strategies related to multiple factors.
In our society, there are many stereotypes that exist about the academic abilities of learners based on characteristics such as their race, gender, disability, and socioeconomic status. Stereotype Threat suggests that people may underperform in many academic areas, including reading and writing, when faced with this prospect of being judged.
Stereotype Threat occurs when a negative stereotype that exists in a culture about a group results in suboptimal academic performance by people who identify with that group. This occurs when the individual is aware of the stereotype, even if they do not personally experience prejudiced behavior toward them by teachers or peers. Students are more likely to experience this negative effect on their test performance when they are told the test is diagnostic of their intellectual abilities. Even individuals who do not believe the stereotype is true about their group will often still experience the negative effects of Stereotype Threat.
People, including educators, can hold two types of stereotypes:
In the United States, Stereotype Threat can impact literacy for multiple groups:
Students' awareness of stereotypes about different groups increases with age, and students who are from groups that are often subject to negative academic stereotypes are even more aware of those stereotypes than students from non-stereotyped groups.
Students practice making and finding meaning in their reading through a book club model.
Developing empathy in educators and in learners is an iterative process that requires taking the time to understand and honor others' perspectives.
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
Discussing race with students can range from celebrating the importance of diversity to understanding the impact of racism from the perspective of those who have been historically marginalized.
Students are more likely to come to school when families feel like a valued part of the community.
Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.
Providing feedback that focuses on the process of developing skills conveys the importance of effort and motivates students to persist when learning.
Learning about students' cultures and connecting them to instructional practices helps foster a sense of belonging and mitigate Stereotype Threat.
Journaling allows students to reflect on their thinking and feelings, process their learning, and connect new information to what they know.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Short breaks that include mindfulness quiet the brain to allow for improved thinking and emotional regulation.
By sharing their own reading and writing, teachers can create a literacy community that supports students in finding meaning in their own work.
When students read models of the type of writing they are doing, they can identify effective elements to incorporate in their writing.
Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.
Selecting culturally responsive reading materials, including multicultural and diverse texts, is critical for supporting all students.
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On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
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