Stereotype threat and the intellectual test performance of African Americans.
Abstract
Stereotype threat is being at risk of confirming, as self-characteristic, a negative stereotype about one's group. Studies 1 and 2 varied the stereotype vulnerability of Black participants taking a difficult verbal test by varying whether or not their performance was ostensibly diagnostic of ability, and thus, whether or not they were at risk of fulfilling the racial stereotype about their intellectual ability. Reflecting the pressure of this vulnerability, Blacks underperformed in relation to Whites in the ability-diagnostic condition but not in the nondiagnostic condition (with Scholastic Aptitude Tests controlled). Study 3 validated that ability-diagnosticity cognitively activated the racial stereotype in these participants and motivated them not to conform to it, or to be judged by it. Study 4 showed that mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic. The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed.
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Stereotype threat negatively impacts test performance among African Americans, especially when the test is presented as a measure of intellectual ability.
“Steele & Aronson (1995) found that”
From In Pursuit of Antiracist Social Justice: Denaturalizing Whiteness in the Academic Library (2015) · cites this paper as Steele & Aronson, 1995
Bringing the social identities and/or stereotypes of students of certain typically low-status groups to mind can reduce their ability and desire to learn, their motivation and persistence on academic tasks, and even among high achievers their commitment to studies and intentions to pursue related careers.
“Other studies have found that bringing the social identities and/or the stereotypes of students of certain (typically low-status) groups to mind can reduce their ability and desire to learn (Lyons, Simms, Begolli, & Richland, 2018;V. J. Taylor & Walton, 2011), their motivation and persistence on academic tasks (Steele & Aronson, 1995) and, even among high achievers, their commitment to their”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
Social identity threat and/or identity incompatibility have been found to reduce academic performance of Black and Latino students, lower social class students, children of immigrants, women and girls in stereotypically masculine subjects, and boys in stereotypically feminine subjects.
“Social identity threat and/or identity incompatibility have been found to reduce the performance of Black and Latino students in U.S. schools and colleges (Chu & Brown, 2017;Gonzales, Blanton, & Williams, 2002;Steele & Aronson, 1995); students and young children of lower social class in the United States (Désert, Préaux, & Jund, 2009;B. Spencer & Castano, 2007), France (Croizet & Claire, 1998),”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
The performance of Black students dropped when the test was described as assessing their intelligence and thus became relevant to the prevalent negative stereotype about their academic ability.
“but that the performance of the Black students dropped when the test was described as assessing their intelligence and thus became relevant to the prevalent negative stereotype about their academic ability.”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
Negative stereotypes are also thought to explain the finding that describing a test in terms that make evaluation possible-and thus the possibility of confirming the negative stereotype-also reduces performance among low-status groups.
“They are also thought to explain the finding that describing a test in terms that make evaluation possible-and thus the possibility of confirming the negative stereotype-also reduces performance among low-status groups (Steele & Aronson, 1995).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
Negative stereotypes are key antecedents to threat in theories of social identity threat (especially stereotype threat).
“Negative stereotypes are key antecedents to threat in theories of social identity threat (especially stereotype threat; Steele & Aronson, 1995)”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
In a study conducted in the United States, White students and Black students performed equally well on an intelligence test (when covariate adjusted) when the test was described as a series of puzzles.
“For example, one study conducted in the United States found that White students and Black students performed equally well on an intelligence test (when covariate adjusted) when the test was described as a series of puzzles”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
Methodological and contextual accounts, such as stereotype threat or differential item functioning, suggest potential avenues through which changes to CAT administration could minimise mean score group differences.
“However, methodological and contextual accounts, such as stereotype threat (e.g., Steele & Aronson, 1995) or differential item functioning (DIF; e.g., Abad et al., 2004), suggest potential avenues through which changes to the administration of CATs could minimise mean score group differences.”
From Factors Related to Mean Score Group Differences on Cognitive Ability Tests: A Systematic Review (2025) · cites this paper as Steele & Aronson, 1995
When the relevancy of the stereotype was removed by framing the task as problem solving, there was no difference in performance of Black and White students, controlling for initial skill differences.
“However, when they removed the relevancy of the stereotype by framing the same task as an exercise of problem solving, rather than an assessment of their intellect, there was no difference in the performance of Black and White students, again controlling for initial differences in skill level.”
From Managing to clear the air: Stereotype threat, women, and leadership (2016) · cites this paper as Steele & Aronson, 1995
Steele and Aronson (1995) showed that when the stereotype of African American intellectual inferiority was in the air and students took a test diagnostic of their abilities, Black students underperformed White students on a standardized test, controlling for initial SAT differences.
“In their influential work, Steele and Aronson (1995) showed that when the stereotype of African American intellectual inferiority was”
From Managing to clear the air: Stereotype threat, women, and leadership (2016) · cites this paper as Steele & Aronson, 1995
Thinking that one is being evaluated through the lens of negative stereotypes can focus attention on negative aspects of a stereotype and undermine achievement.
“Thinking that one is being evaluated through the lens of negative stereotypes can focus a person's attention on the negative aspects of a stereotype and serve to undermine achievement (e.g., Steele & Aronson, 1995).”
From Managing to clear the air: Stereotype threat, women, and leadership (2016) · cites this paper as Steele & Aronson, 1995
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The Contributions and Prospects of Goal Orientation Theory
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Field Experiments on Discrimination
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Directed Attention as a Common Resource for Executive Functioning and Self-Regulation
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- Authors
- Steele, C. M., & Aronson, J.
- Affiliations
- Stanford University (US)
- Venue
- Journal of Personality and Social Psychology
- Published
- 1995-11
- Volume
- 69
- Issue
- 5
- Pages
- 797-811
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W4293105157
- Semantic Scholar
- 71dbd1d5c13d7661857b0d245f7ce1d3fac7b0c5
- Cited by
- 8,181
- References
- 34
- Citations by year
- 2026: 211 · 2025: 354 · 2024: 291 · 2023: 375 · 2022: 374 · 2021: 432 · 2020: 490 · 2019: 527 · 2018: 430 · 2017: 419 · 2016: 460 · 2015: 441 · 2014: 432 · 2013: 345 · 2012: 376
- FWCI
- 139.97
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Personality and Social Psychology (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Keywords
- stereotype threat, African Americans, standardized test performance, racial stereotypes, test-taking motivation, racial achievement gap
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