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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.

In discussions of the underrepresentation of women in professional philosophy, those sceptical of discrimination as an explanation often suggest that gender differences in interests are a plausible alternative hypothesis. Some suspect that if women’s differing interests explains underrepresentation, then interventions suggested by the discrimination hypothesis might be unnecessary—or even risky. I argue that one needs to consider how stereotypes might influence interests, and that doing so can provide a more even-handed assessment of the risks involved in proposed interventions.

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17 - Preventing and Minimizing Stereotype Threat in School Settings

Summary

Is Asking What Women Want the Right Question? Underrepresentation in Philosophy and Gender Differences in Interests

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17 - Preventing and Minimizing Stereotype Threat in School Settings

Summary

Is Asking What Women Want the Right Question? Underrepresentation in Philosophy and Gender Differences in Interests