Book contents
- The Cambridge Handbook of Applied School Psychology
- The Cambridge Handbook of Applied School Psychology
- Copyright page
- Contents
- Contributors
- Contributor Biographies
- Acknowledgments
- 1 Broadening the Focus of School Psychology Practice
- Part I Individual-Level Academic Interventions
- Part II Teacher- and System-Level Interventions
- Part III Interventions from Educational and Social/Personality Psychology
- 10 Belonging in Schools: A Social Psychological Perspective
- 11 Cross-Race/Ethnic Friendships in School
- 12 Self-Regulated Learning in School Contexts
- 13 School Environments that Facilitate Delaying Gratification
- 14 Understanding and Cultivating Hope in School
- 15 School Settings that Facilitate High Teacher Expectations
- 16 Parental Autonomy and Relatedness Support
- 17 Preventing and Minimizing Stereotype Threat in School Settings
- 18 The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement
- Part IV Behavioral and Social-Emotional Interventions
- Part V Health and Pediatric Interventions
- Part VI Family Connections and Life Transitions
- Part VII Special Populations
- Part VIII Conclusion
- Index
- References
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
Book contents
- The Cambridge Handbook of Applied School Psychology
- The Cambridge Handbook of Applied School Psychology
- Copyright page
- Contents
- Contributors
- Contributor Biographies
- Acknowledgments
- 1 Broadening the Focus of School Psychology Practice
- Part I Individual-Level Academic Interventions
- Part II Teacher- and System-Level Interventions
- Part III Interventions from Educational and Social/Personality Psychology
- 10 Belonging in Schools: A Social Psychological Perspective
- 11 Cross-Race/Ethnic Friendships in School
- 12 Self-Regulated Learning in School Contexts
- 13 School Environments that Facilitate Delaying Gratification
- 14 Understanding and Cultivating Hope in School
- 15 School Settings that Facilitate High Teacher Expectations
- 16 Parental Autonomy and Relatedness Support
- 17 Preventing and Minimizing Stereotype Threat in School Settings
- 18 The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement
- Part IV Behavioral and Social-Emotional Interventions
- Part V Health and Pediatric Interventions
- Part VI Family Connections and Life Transitions
- Part VII Special Populations
- Part VIII Conclusion
- Index
- References
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
- Type
- Chapter
- Information
- The Cambridge Handbook of Applied School Psychology , pp. 277 - 294Publisher: Cambridge University PressPrint publication year: 2020
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