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Math 3-6 > Factors > Stereotype Threat

Stereotype Threat

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Many stereotypes exist about the academic performance of learners based on characteristics such as their race, gender, and socioeconomic status. Stereotype Threat research suggests that people can underperform in many academic areas, including math, when faced with the prospect of being judged based on these stereotypes.

Main Ideas

Stereotype Threat occurs when a negative stereotype that exists in a culture about a group results in suboptimal performance by members of that group. This can impact performance even when the learner does not personally experience prejudiced behavior toward them by teachers or peers. The effect is particularly strong on tests where students 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 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.

Stereotype Threat impacts math performance for multiple groups:

  • Girls are at risk of Stereotype Threat because of the general belief that boys are better at math.
  • Certain groups, such as Latino/Latina and Black students, are at risk of negative stereotypes of mathematical ability.
  • There is also a stereotype that Asian Americans are better at math than their peers.
  • Negative stereotypes will impact math skills in students who most highly value achievement in the math domain.

Students' awareness of stereotypes about different groups increases with age, and students who are from groups that are subject to negative academic stereotypes are even more aware of those stereotypes than students from non-stereotyped groups.

Learn More

  • 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
  • Stereotype Threat: Free CE-credit webinar discussing research-based strategies to support students facing Stereotype Threats

View Measures and References

Research-Based Strategies For This Factor

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.

Expressive Writing

Writing freely about one's emotions about a specific activity, such as taking a test, can help students cope with negative Emotion, such as math anxiety.

Family Engagement

Students are more likely to come to school when families feel like a valued part of the community.

Foster Growth Mindset

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.

Growth Mindset Feedback

Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.

Incorporate Students' Cultural Practices

Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community.

Mindfulness Activities

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

Mindfulness Breaks

Short breaks that include mindfulness quiet the brain to allow for improved thinking and emotional regulation.

Real-world Math

When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.

Reflect on Learning

Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.

Rich Resources: Diversity

Multicultural resources, such as posters with different types of people and word problems based in different settings, allow all students to see themselves in their math work.

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