Measures and References: Stereotype Threat

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Measures

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: Stereotype threat is typically measured by comparing a group of students vulnerable to Stereotype Threat, who take a reading or writing test and are told the test is diagnostic of their reading or writing 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.

References

Barrie, R. E., Langrehr, K., Jeremie-Brink, G., Alder, N., Hewitt, A., & Thomas, A. (2016). Stereotypical beliefs and psychological well-being of African American adolescent girls: Collective self-esteem as a moderator. Counselling Psychology Quarterly, 29(4), 423-442.

Cherng, H. (2017). If they think I can: teacher bias and youth of color expectations and achievement. Social Science Research, 66, 170-186.

Immordino-Yang, M.H., Darling-Hammond, L., & Krone, C. (2018). The brain basis for integrated social, emotional, and academic development: How emotions and social relationships drive learning. Retrieved from The Aspen Institute: https://www.aspeninstitute.org/publications/the-brain-basis-for-integrated-social-emotional-and-academic-development/

Erikson, E. (1968). Identity: Youth and crisis (First ed.). New York, NY: Norton.

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.

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.

Moses, T. (2014). Determinants of mental illness stigma for adolescents discharged from psychiatric hospitalization. Social Science & Medicine, 109, 26-34.

Nikolaraizi, M., & Makri, M. (2004). Deaf and hearing individuals' beliefs about the capabilities of deaf people. American Annals of the Deaf, 149(5), 404-414.

Okele, Ndidi, A., Howard, Lionel, C., Kurtz-Costes, B., & Rowley, S. J. (2009). Academic race stereotypes, academic self-concept, and racial centrality in African American youth. Journal of Black Psychology, 35(3), 366-387.

Regner, I., Huguet, P., & Monteil, J. M. (2002). Effects of socioeconomic status (SES) information on cognitive ability inferences: When low-SES students make use of a self-threatening stereotype. Social Psychology of Education, 5(3), 253-269.

Shifrer, D. (2013). Stigma of a label: Educational expectations for high school students labeled with learning disabilities. Journal of Health and Social Behavior, 54(4), 462-480.

Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115(2), 336-356.

The Education Trust. (August, 2020). Social, emotional, and academic development through an equity lens. Washington, DC.

Umaña‐Taylor, A. J., Quintana, S. M., Lee, R. M., Cross Jr, W. E., Rivas‐Drake, D., Schwartz, S. J., ... & Ethnic and Racial Identity in the 21st Century Study Group. (2014). Ethnic and racial identity during adolescence and into young adulthood: An integrated conceptualization. Child Development, 85(1), 21-39.