Stereotype: A Threat to Intellectual Identity and Performance
According to Claude Steele and Joshua Aronson, one cause of the relatively poor achievement faced by African Americans in school and by women in math and science-related fields is stereotype threat. This theory is based on the assumption that school success results from self-identification with the school and its subdomains which entails sustained motivation. If this relationship isn’t formed or is broken, achievement may suffer. Additionally, both authors advocate that an understanding and elimination of stereotype threats in an educational environment, also called “wise schooling,” is a solution to narrowing the performance gaps seen between the minority groups and white male students. …show more content…
Stereotype threat is not tied to the psychology of a particular group. It affects members of a group with a known negative reputation. For example, in Aronson’s article, a Muslim taxi driver feels the need to put up an American flag or a sign declaring, “Proud to be an American!” after the 911 incident because a large group of people fear that Muslims are terrorists. To experience this threat, one need not believe in it; nonetheless, it remains a life-shaping force. For the Muslim taxi driver, the threat affects his psychological health and his livelihood. He has to constantly be cautious of his words and actions as well as continuously displaying his …show more content…
The main idea is to minimize stereotype threats. Steele categorizes his strategies to accommodate different types of students: domain-identified, domain-unidentified, and both. For both types of students, a positive and supportive relationship between teachers and students is encouraged. Students from a negatively stereotyped group have a greater tendency to doubt themselves and their abilities. Thus, an affirming relationship with an adult with authority has the capability to dispel that doubt. In addition, giving students challenging works and emphasizing the expandability of intelligence can boost their confidence in their skills. Aronson suggests structuring cooperative classrooms which allow students
According to Claude Steele and Joshua Aronson, one cause of the relatively poor achievement faced by African Americans in school and by women in math and science-related fields is stereotype threat. This theory is based on the assumption that school success results from self-identification with the school and its subdomains which entails sustained motivation. If this relationship isn’t formed or is broken, achievement may suffer. Additionally, both authors advocate that an understanding and elimination of stereotype threats in an educational environment, also called “wise schooling,” is a solution to narrowing the performance gaps seen between the minority groups and white male students. …show more content…
Stereotype threat is not tied to the psychology of a particular group. It affects members of a group with a known negative reputation. For example, in Aronson’s article, a Muslim taxi driver feels the need to put up an American flag or a sign declaring, “Proud to be an American!” after the 911 incident because a large group of people fear that Muslims are terrorists. To experience this threat, one need not believe in it; nonetheless, it remains a life-shaping force. For the Muslim taxi driver, the threat affects his psychological health and his livelihood. He has to constantly be cautious of his words and actions as well as continuously displaying his …show more content…
The main idea is to minimize stereotype threats. Steele categorizes his strategies to accommodate different types of students: domain-identified, domain-unidentified, and both. For both types of students, a positive and supportive relationship between teachers and students is encouraged. Students from a negatively stereotyped group have a greater tendency to doubt themselves and their abilities. Thus, an affirming relationship with an adult with authority has the capability to dispel that doubt. In addition, giving students challenging works and emphasizing the expandability of intelligence can boost their confidence in their skills. Aronson suggests structuring cooperative classrooms which allow students