Measures and References: References: Stereotype Threat

Return to References: Stereotype Threat factor page.

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., Jerémie-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.

Régner, 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.

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.