Appel, M., & Kronberger, N. (2012). Stereotypes and the achievement gap: Stereotype threat prior to test taking. Educational Psychology Review, 24(4), 609-635. doi:10.1007/s10648-012-9200-4
PARAPHRASE THE MAIN IDEAS:
Stereotype threat is a state of psychological discomfort that inhibits individuals to perform to their full ability. The threat mainly affects marginalized groups such as racial minorities, immigrants, and women who have large stereotypes placed upon them.
Stereotype threat is likely when individuals identify with a group, they identify with an ability expectation, and they are aware of the negative stereotype with this expectation.
Test-takers under stereotype threat pressure are more likely to
1. Distance themselves from their …show more content…
Mind wandering is a link between stereotype threat and academic performance.
Women sitting next to men while taking a mathematics test evokes stereotype threat effects, as shown by the experiment.
Anxiety tends to inhibit deep processing of threatening information and inhibits working memory.
Anxiety and mind wandering are two independent factors that influence the effect of the stereotype threat on mathematics performance for women.
ANECDOTAL OR NUMERICAL DATA:
Experimenters gave an astronomy test to women in a room with all women, and gave a mathematics test to women with both women in men in the room. At random points in the test, subjects were asked to rate their level of focus on their task. At the end of the test, they were asked to rate their anxiety level. The results showed that the experimental group experienced more anxiety and mind-wandering during their tests.
This also exemplifies the social priming technique. Researchers also tested the effect on the multiple mediation macro on anxiety and mind wandering, and found that the condition positively affected anxiety, anxiety positively affected response time, the control condition to positively affect mind wandering, and mind wandering to positively affect response …show more content…
ANECDOTAL OR NUMERICAL DATA:
Previous Studies: Students who engage in 15 - 20 self-affirmation writing sessions throughout the school year experience less SIT. Before the study, there were significant racial disparities in the Madison school district. Black-white and Hispanic-white achievement gaps were over 1 standard deviation.
In the study, the reflections positively changed Hispanic and Black students’ grades on the four-point grading scale by 0.068. This is statistically significant.
Black or Hispanic students will have a higher GPA in a low-potential-threat school without self-affirmation exercises than with self-affirmation at a high-potential-threat school.
Self-affirmation works the best in English classes and the worst in mathematics classes.
There are positive effects of self-affirmation in all high-threat schools, but not necessarily for white or asian students.
ALL SCHOOLS: GPA gaps were reduced from 0.82 to 0.76 (7.9%)
Identity threat makes up at least a portion of the racial achievement gap
HIGH-POTENTIAL-THREAT SCHOOLS: Achievement gap reduced 12.5%
No conclusive evidence for low-potential-threat
PARAPHRASE THE MAIN IDEAS:
Stereotype threat is a state of psychological discomfort that inhibits individuals to perform to their full ability. The threat mainly affects marginalized groups such as racial minorities, immigrants, and women who have large stereotypes placed upon them.
Stereotype threat is likely when individuals identify with a group, they identify with an ability expectation, and they are aware of the negative stereotype with this expectation.
Test-takers under stereotype threat pressure are more likely to
1. Distance themselves from their …show more content…
Mind wandering is a link between stereotype threat and academic performance.
Women sitting next to men while taking a mathematics test evokes stereotype threat effects, as shown by the experiment.
Anxiety tends to inhibit deep processing of threatening information and inhibits working memory.
Anxiety and mind wandering are two independent factors that influence the effect of the stereotype threat on mathematics performance for women.
ANECDOTAL OR NUMERICAL DATA:
Experimenters gave an astronomy test to women in a room with all women, and gave a mathematics test to women with both women in men in the room. At random points in the test, subjects were asked to rate their level of focus on their task. At the end of the test, they were asked to rate their anxiety level. The results showed that the experimental group experienced more anxiety and mind-wandering during their tests.
This also exemplifies the social priming technique. Researchers also tested the effect on the multiple mediation macro on anxiety and mind wandering, and found that the condition positively affected anxiety, anxiety positively affected response time, the control condition to positively affect mind wandering, and mind wandering to positively affect response …show more content…
ANECDOTAL OR NUMERICAL DATA:
Previous Studies: Students who engage in 15 - 20 self-affirmation writing sessions throughout the school year experience less SIT. Before the study, there were significant racial disparities in the Madison school district. Black-white and Hispanic-white achievement gaps were over 1 standard deviation.
In the study, the reflections positively changed Hispanic and Black students’ grades on the four-point grading scale by 0.068. This is statistically significant.
Black or Hispanic students will have a higher GPA in a low-potential-threat school without self-affirmation exercises than with self-affirmation at a high-potential-threat school.
Self-affirmation works the best in English classes and the worst in mathematics classes.
There are positive effects of self-affirmation in all high-threat schools, but not necessarily for white or asian students.
ALL SCHOOLS: GPA gaps were reduced from 0.82 to 0.76 (7.9%)
Identity threat makes up at least a portion of the racial achievement gap
HIGH-POTENTIAL-THREAT SCHOOLS: Achievement gap reduced 12.5%
No conclusive evidence for low-potential-threat