Stereotype Threat

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How Stereotype Threat connects to...

Many stereotypes exist about the academic performance of learners based on categories such as race, gender, and socioeconomic status. Stereotype Threat suggests that people can underperform in many academic areas, including learning to read and write, when faced with this prospect of being judged.

Main Ideas

Stereotype Threat occurs when a negative stereotype that exists in a culture about a group results in suboptimal academic performance by members of that group. This can impact performance even in classrooms where the learner does not personally experience prejudiced behavior toward them by teachers or peers. This is particularly true on tests where students are told the test is diagnostic of their intellectual abilities. Also, individuals who do not believe the stereotype is true about their group will often still experience the negative effects of Stereotype Threat.

People can hold two types of stereotypes:

People may be unaware of their implicit stereotypes, but these beliefs can still impact their behaviors towards and interpretations of others in an unconscious manner.
People are aware of their explicit stereotypes, which can also impact their behaviors towards and interpretations of others.

In the United States, Stereotype Threat impacts literacy for multiple groups:

Certain groups, such as Latino/Latina and Black students, are at risk of negative stereotypes of reading and writing ability.
Boys are at risk of Stereotype Threat because of the general belief that girls are better at reading and writing.
Students who have learning disabilities are also at risk for being stigmatized.
Negative stereotypes will impact reading performance in students who most highly value achievement in the literacy domain.

Students are forming their identity during adolescence. As they grow older they are more able to engage in deeper reflection about their own personal racial and ethnic identity and how it fits into society. This makes adolescents particularly vulnerable to the negative effects of stereotype threat.

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Gender, Race, and Ethnic Identity: Subtopic that explores various ways students' identity and experiences of discrimination affect outcomes on Digital Promise's Research Map
Stereotype Threat: Subtopic that explores how social stigmas related to race, gender, and other identifiers can affect students' academic outcomes on Digital Promise's Research Map

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Research-Based Strategies For This Factor

Book Clubs

Students practice making and finding meaning in texts through book discussions moderated by teachers to varying degrees.

Building Trusting Relationships

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.

Extended Writing Opportunities

Increasing how much and how frequently students write improves both their writing quality and content knowledge.

Family Engagement

Students whose families are involved and feel valued within the school community are less likely to miss school, which research has shown can cause students to fall behind academically.

Growth Mindset Feedback

Providing feedback that focuses on the process of developing skills conveys the importance of effort and motivates students to persist when learning.

Incorporate Students' Cultural Practices

Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community, which improves Motivation and can mitigate Stereotype Threat.

Journaling

Journaling allows students to reflect on their thinking and feelings, process their learning, and connect new information to what they know.

Mentor Texts

By observing, rereading, and closely analyzing published writing, students see examples and learn the strategies of good writing that they can integrate into their own Composition.

Mindfulness Activities

Through short but regular mindfulness activities, students develop their awareness and ability to focus.

Producing Counter-texts

When students write from a non-dominant or marginalized perspective, they consider and give voice to points of view that are often missing.

Provide Writing Models

When teachers provide students with model texts for their writing, they learn to identify effective elements to incorporate into their own writing.

Reflect on Learning

Student reflection on learning, particularly when done collaboratively, is critical for moving knowledge of content and strategies into Long-term Memory.

Rich Library: Diversity

Having culturally relevant reading materials, including multicultural and diverse texts, are critical for supporting all students.

Literacy 7-12

Stereotype Threat

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