Preventing and Minimizing Stereotype Threat in School Settings

doi:10.1017/9781108235532.017

17 - Preventing and Minimizing Stereotype Threat in School Settings

from Part III - Interventions from Educational and Social/Personality Psychology

Published online by Cambridge University Press: 18 September 2020

Jennifer Randall Crosby

Edited by

Frank C. Worrell ,

Tammy L. Hughes and

Dante D. Dixson

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Frank C. Worrell: Affiliation:
University of California, Berkeley
Tammy L. Hughes: Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson: Affiliation:
Michigan State University

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Summary

As described by Steele (1997, p. 614), stereotype threat is “the social-psychological threat that arises when one is in a situation or doing something for which a negative stereotype about one’s group applies.” This chapter reviews research on how stereotype threat affects students in K–12 settings, including members of underrepresented racial groups and women in quantitative fields such as math and computer science. Because of the potential costs of stereotype threat in terms of individual underperformance and reduced participation in various fields by members of underrepresented groups, it is vital to prevent and reduce stereotype threat in schools settings. Efforts at prevention and reduction may be focused on concerns with belonging, concerns with performance, and management of the cognitive and physiological effects of stereotype threat. Partnership with researchers has been shown to increase both the theoretical fidelity and the effectiveness of school-based interventions.

Keywords

stereotype threat stereotyping disidentification belonging uncertainty classroom cues teacher expectations growth mindset self-affirmation

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Type: Chapter
Information: The Cambridge Handbook of Applied School Psychology , pp. 277 - 294

DOI: https://doi.org/10.1017/9781108235532.017 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2020

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