Stereotype Threat

This article explores the concept of stereotype threat, which was first introduced by Aronson and Steele in 1995, as a negative influence on the academic performance of groups subjected to broad societal stereotypes. It discusses how stereotype threat can affect various minority groups, including African Americans, Latinos, women, and others, leading to diminished performance due to anxiety, disruption of working memory, and learned helplessness. The article also delves into strategies to ameliorate the effects of stereotype threat, such as reinforcing the idea that intelligence is expandable, teaching students about the normality of academic struggles, and fostering a sense of social belonging. It further examines the parallels between the experiences of minority groups in the United States and Australia, highlighting the need for educational interventions that address the specific cultural and social challenges faced by these communities.

  • Understand the definition and impact of stereotype threat on academic performance as described by Aronson and Steele.

  • Identify the different minority groups affected by stereotype threat and the specific challenges they face.

  • Explore the psychological and cognitive effects of stereotype threat, including anxiety, disruption of working memory, and learned helplessness.

  • Evaluate the effectiveness of various strategies to mitigate stereotype threat, such as fostering social belonging and reframing intelligence as expandable.

  • Compare and contrast the experiences of stereotype threat in American and Australian educational contexts.

  • Recognize the importance of culturally responsive educational interventions in addressing the needs of minority groups affected by stereotype threat.

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