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Reducing stereotype threat in urban schools

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Abstract

Research suggests student performance may be negatively influenced by stereotype threat, “being at risk of confirming, as self-characteristic, a negative stereotype about one’s group” (Steele and Aronson in J Personal Soc Psychol 69(5):797, 1995). However, studies have also found that educating students about stereotype threat and the nature of intelligence can attenuate its effects. This paper explored whether a brief intervention could improve performance and attitudes for 109 at-risk students in a large urban school. Results found the intervention did not result in statistically significant differences in grades, or increases in student beliefs about their ability to succeed in school. Educational implications are discussed.

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Authors and Affiliations

  1. Cleveland State University, 32380 Tracy Lane, Solon, OH, 44139, USA

    Bethany D. Merillat

  2. Cleveland State University, 2121 Euclid Ave. JH 382, Cleveland, OH, 44115, USA

    Diane G. Corrigan & Brian E. Harper

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  1. Bethany D. Merillat
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  2. Diane G. Corrigan
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  3. Brian E. Harper
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Correspondence to Bethany D. Merillat.

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Merillat, B.D., Corrigan, D.G. & Harper, B.E. Reducing stereotype threat in urban schools. Soc Psychol Educ 21, 1–26 (2018). https://doi.org/10.1007/s11218-017-9403-0

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