{"id":4004,"date":"2021-12-20T08:00:57","date_gmt":"2021-12-20T14:00:57","guid":{"rendered":"https:\/\/ele.local\/?p=4004"},"modified":"2023-06-08T13:50:02","modified_gmt":"2023-06-08T18:50:02","slug":"mitigating-stereotype-threat-how-to-support-minoritized-students-in-the-classroom","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/mitigating-stereotype-threat-how-to-support-minoritized-students-in-the-classroom\/","title":{"rendered":"Mitigating Stereotype Threat: How to Support Minoritized Students in the Classroom"},"content":{"rendered":"

The term \u201cstereotype threat\u201d first began to get attention from educators in 1995 when psychologists Claude Steele and Joshua Aronson conducted <\/span>a series of studies based on college students taking a difficult verbal portion of the Graduate Record Examination test<\/a>. Initially, their results were as expected based on national averages: Black students did not perform as well as their white counterparts.<\/span><\/p>\n

However, when Steele and Aronson changed the instructions in order to prime the students to think of the test as either a diagnostic measure of intelligence or a non-diagnostic problem-solving task, they found a surprising shift. Black students who were told the test was a measure of intelligence did more poorly compared to white students than Black students who were told the test was non-diagnostic.\u00a0<\/span><\/p>\n

Steele and Aronson concluded that telling Black students a test was a measure of their intelligence invoked subconscious stereotypes that then became self-fulfilling. They called this phenomenon \u201cstereotype threat.\u201d\u00a0<\/span><\/p>\n

Under the pressure of negative stereotypes<\/h2>\n

People who are made aware of stereotypes about how members of their race, gender, or other identity typically perform in any given situation end up experiencing a unique pressure. This pressure isn\u2019t limited to minoritized students. For example,<\/span> a 1999 study published in The Journal of Personality and Social Psychology<\/em><\/a> showed that Black athletes performed more poorly than a control group when a miniature golf challenge was framed as a test of \u201cathletic intelligence,\u201d and white athletes performed more poorly than a control group when it was framed as a test of \u201cnatural athletic ability.\u201d<\/span><\/p>\n

But<\/span>\u00a0as Steele wrote for The Atlantic<\/em><\/a> shortly after his initial series of studies, students from minoritized groups are keenly aware of the academic stereotypes and expectations they\u2019re facing. A single comment can be enough to remind them of that stereotype and create extra pressure their non-minoritized peers don\u2019t experience.<\/span><\/p>\n

\u201cLike many pressures,\u201d Steele wrote, \u201c[stereotype threat] may not be experienced in a fully conscious way, but it may impair their best thinking.\u201d<\/span><\/p>\n

Russell McClain, Associate Dean for Diversity and Inclusion at the University of Maryland Francis King Carey School of Law, pointed out<\/span>\u00a0in his 2018 TEDx Talk<\/a> that the fear of confirming a negative stereotype is a large part of that pressure. \u201cWhen you are confronted with a negative stereotype about your group and are put at risk of confirming that stereotype, then it actually affects your ability to engage in the task in front of you,\u201d he said.<\/span><\/p>\n

Related reading:<\/span><\/i>\u00a0Does Cognitive Load Impact Equity in Higher Ed?<\/a><\/em><\/p>\n

Stereotype threat in the classroom<\/h2>\n

Steele makes clear through additional experiments that stereotype threat isn\u2019t the same thing as a \u201cself-fulfilling prophecy.\u201d Rather, it is situational and imposed from without when students are made aware that they may be judged by a stereotype.<\/span><\/p>\n

Stereotype threat widens the opportunity gap for minoritized students, particularly Black, Latino, and Indigenous students. Ye<\/span>t\u00a0a recent survey on teaching practices from Every Learner Everywhere\u00ae<\/a> found that only 38 percent of instructors reported incorporating activities designed to allay student anxiety, stereotype threat, or imposter syndrome.\u00a0<\/span><\/p>\n

The good news is that if classroom design and teaching practices can prime minoritized students to experience stereotype threat, they can also be used to reduce stereotype threat and promote equity.<\/span><\/p>\n

In trying to understand just how stereotype threat worked, Claude Steele and his colleagues conducted a series of experiments to explore how to reduce it. They discovered that strengthening a Black student\u2019s confidence in their own skills had no effect on performance. What did help was strengthening the student\u2019s trust that they would not be judged unfairly because of their identity.<\/span><\/p>\n

How to reduce stereotype threat<\/h2>\n

The lesson from the work of Steele and Brown is to focus on building rapport and trust with your students in order to reduce the extra cognitive load of stereotype threat.\u00a0<\/span><\/p>\n

1. Celebrate students\u2019 whole identities<\/h3>\n

Start by understanding that<\/span>\u00a0every student brings a blend of identities to the classroom<\/a>, which creates unique sets of pressures. When you create a classroom environment that celebrates and supports students\u2019 whole identities, it reduces a student\u2019s worry that they\u2019ll be stereotyped.<\/span><\/p>\n

2. Provide positive examples of minoritized people in the curricula<\/h3>\n

Culturally responsive teaching<\/a> primes students for success by presenting them with examples of experts and authors who share their identity. It also builds trust in the course material.<\/span><\/p>\n

3. Promote a growth mindset<\/h3>\n

Design assignments and assessments with student care<\/a> in mind to encourage students to learn, grow, and experiment.\u00a0<\/span><\/p>\n

4. Be explicit about criteria<\/h3>\n

Minoritized students may come into the classroom lacking inherited knowledge about classroom expectations and procedures. Rather than making assumptions that may cause students to feel out of place<\/span>,\u00a0design your syllabus with equity in mind<\/a>.<\/p>\n

Challenge your own assumptions<\/h2>\n

Finally, take the time to understand your own implicit biases and challenge stereotypes you may not realize you hold. Seek out other voices and listen thoughtfully. Interrogate your reactions and responses with tools like th<\/span>e\u00a0Implicit Association Test<\/a> from Project Implicit to understand your own biases.\u00a0<\/span><\/p>\n

And, at the departmental or institutional level, equity audits can help reveal barriers to equity that can amplify stereotype threat.<\/span><\/p>\n

Download our equity audit resources<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

The term \u201cstereotype threat\u201d first began to get attention from educators in 1995 when psychologists Claude Steele and Joshua Aronson conducted a series of studies based on college students taking …<\/a><\/p>","protected":false},"author":13,"featured_media":4005,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-4004","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"\nMitigating Stereotype Threat: How to Support Minoritized Students in the Classroom - Every Learner Everywhere\u00ae<\/title>\n<meta name=\"description\" content=\"Stereotype threat widens the opportunity gap for minoritized students, particularly Black, Latinx, and Indigenous students.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, 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