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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.
Testing Conditions (e.g., Ambady et al., 2001): Stereotype Threat is often measured by looking at the effect of different testing conditions (e.g., making the stereotyped group's identity salient or telling students that the test is diagnostic of their abilities) on performance.
Ambady, N., Shih, M., Kim, A., & Pittinsky, T. L. (2001). Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science, 12(5), 385-390.
Beilock, S. L., Rydell, R. J., & McConnell, A. R. (2007). Stereotype threat and working memory: Mechanisms, alleviation, and spillover. Journal of Experimental Psychology: General, 136(2), 256-276.
Berry, R. Q., III. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, 39(5), 464-488.
Bhanot, R., & Jovanovic, J. (2005). Do parents' academic gender stereotypes influence whether they intrude on their children's homework?. Sex Roles, 52(9-10), 597-607.
Cherng, H. (2017). If they think I can: teacher bias and youth of color expectations and achievement. Social Science Research, 66, 170-186.
Copur-Gencturk, Y., Cimpian, J. R., Lubienski, S. T., & Thacker, I. (2020). Teachers' bias against the mathematical ability of female, Black, and Hispanic students. Educational Researcher, 49(1), 30-43.
Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math-gender stereotypes in elementary school children. Child Development, 82(3), 766-779.
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.
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/
Keller, J. (2002). Blatant stereotype threat and women's math performance: Self-handicapping as a strategic means to cope with obtrusive negative performance expectations. Sex Roles, 47(3-4), 193-198.
Lummis, M., & Stevenson, H.W. (1990). Gender differences in beliefs and achievement: A cross-cultural study. Developmental Psychology, 26, 254-263.
Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128.
McKown, C., & Strambler, M. J. (2009). Developmental antecedents and social and academic consequences of stereotype‐consciousness in middle childhood. Child Development, 80(6), 1643-1659.
McKown, C., & Weinstein, R.S. (2003). The development and consequences of stereotype-consciousness in middle childhood. Child Development, 74, 498-515.
Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., ... & Kesebir, S. (2009). National differences in gender-science stereotypes predict national sex differences in science and math achievement. Proceedings of the National Academy of Sciences, 106(26), 10593-10597.
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.
Schmader, T. (2010). Stereotype threat deconstructed. Current Directions in Psychological Science, 19(1), 14-18.
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.
Tomasetto, C., Alparone, F. R., & Cadinu, M. (2011). Girls' math performance under stereotype threat: The moderating role of mothers' gender stereotypes. Developmental Psychology, 47(4), 943-949.
The Education Trust. (August, 2020). Social, emotional, and academic development through an equity lens. Washington, DC.