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1 results

  • 17 - Preventing and Minimizing Stereotype Threat in School Settings

  • from Part III - Interventions from Educational and Social/Personality Psychology
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 277-294

  • 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.