The DOI matches its Crossref record; 34 of the 34 references it cites were found in a registry or an index.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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 the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
Citations
Cites
(1954) · Cited by 15,935
Self-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1978) · Advances in Behaviour Research and Therapy · doi:10.1016/0146-6402(78)90002-4 · Cited by 10,586
Stereotypes and prejudice: Their automatic and controlled components
Devine, P. G. (1989) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.56.1.5 · Cited by 5,673
Social stigma and self-esteem: The self-protective properties of stigma.
Crocker, J., & Major, B. (1989) · Psychological Review · doi:10.1037/0033-295x.96.4.608 · Cited by 3,426
The effect of emotion on cue utilization and the organization of behavior
Easterbrook, J. A. (1959) · Psychological Review · doi:10.1037/h0047707 · Cited by 3,090 · cited 1×
“…may interfere with their performance in a variety of ways: by causing an arousal that reduces the range of cues participants are able to use (e.g., Easterbrook, 1959), or by diverting attention onto task-irrelevant worries (e.g., Sarason, 1972; Wine, 1971), by causing an interfering…”
BackgroundHow Much Can We Boost IQ and Scholastic Achievement
Jensen, A. (1969) · Harvard Educational Review · doi:10.17763/haer.39.1.l3u15956627424k7 · Cited by 2,907
(1980) · DigitalGeorgetown (Georgetown University Library) · Cited by 1,935
Baumeister, R. F. (1984) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.46.3.610 · Cited by 1,665
Anxiety: Current Trends in Theory and Research
Spielberger, C. D. (1972) · Cited by 1,640
The trouble of thinking: Activation and application of stereotypic beliefs.
Gilbert, D. T., & Hixon, J. G. (1991) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.60.4.509 · Cited by 1,366
Cited by
Sorted by citations
Items 6,301–6,400 of 8,461
Executive Function and School Performance
Riccio, C. A., & Castro, M. J. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.005 · Cited by 2
Broadening the Focus of School Psychology Practice
Worrell, F. C., Hughes, T. L., & Dixson, D. D. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.001 · Cited by 1
Cross-Race/Ethnic Friendships in School
Graham, S., & Kogachi, K. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.011 · Cited by 1
Psychology and the Global Human Rights Agenda on Sexual Orientation and Gender Identity
Horne, S. G., & Manalastas, E. J. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108348607.023 · Cited by 1
Sveaass, N., & Woolf, L. M. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108348607.010 · Cited by 1
Education of Psychologists for Human Rights Awareness, Accountability, and Action
Tibbitts, F. L., & Hagenaars, P. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108348607.033 · Cited by 1
How Fear and Hope Shaped the Universal Declaration of Human Rights
Black, A. M., & Cooper, M. D. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108348607.002 · Cited by 2
Vega, M. Y., & Otto, C. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108348607.017 · Cited by 1
Huminuik, K., & Wyndham, J. M. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108348607.039 · Cited by 1
Connecting Human Rights and Psychological Ethics in a Globalizing World
Gauthier, J. G., & Sinclair, C. M. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108348607.004 · Cited by 2
Wessells, M., & Kostelny, K. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108348607.011 · Cited by 1
Sustaining Culturally Responsive Teaching Practices
Revell, M. D. (2020) · Advances in early childhood and K-12 education · doi:10.4018/978-1-7998-3652-0.ch012 · Cited by 1
Psychology and Human Rights in the Age of Genomics and Neuroscience
Singh, K., & Gibson, G. C. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108348607.028 · Cited by 1
How bias thwarts successful aging at work
Corrington, A. R., Ng, L. C., Phetmisy, C. N., Watson, I., Wu, F. Y., & Hebl, M. R. (2020) · Industrial and Organizational Psychology · doi:10.1017/iop.2020.63 · Cited by 1
Validation factorielle d’une mesure des menaces du stéréotype en langue française
Desombre, C., Jury, M., Renard, M., & Brasselet, C. (2020) · L’Année psychologique · doi:10.3917/anpsy1.204.0251 · Cited by 1
Stereotype threat among European Roma adults
Želinský, T. (2020) · Applied Economics Letters · doi:10.1080/13504851.2020.1855301 · Cited by 1
Seeking a Way: A White Teacher's Journey From Critical Race Theory to Black Power Pedagogy
Pratt, A. (2020) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1573817 · Cited by 1
Beretz, A.-K. (2021) · Logos Verlag Berlin eBooks · doi:10.30819/5288 · Cited by 1
Caught on camera: Cross-race interactions captured in daily life
Naumann, L. P., & Ramirez, P. Y. (2021) · Journal of Research in Personality · doi:10.1016/j.jrp.2021.104101 · Cited by 1
Women’s scarcity in academic governance. Gendered identity or gendered processes?
Solano-Cahuana, I. L. (2021) · Vezetéstudomány / Budapest Management Review · doi:10.14267/veztud.2021.05.03 · Cited by 1
Yaşlanmayla İlgili Kalıp Yargı Tehdidinin Bellek Performansı Üzerindeki Etkisi
Gülpek, D. Ö., Güleç, H., & Tekman, H. G. (2021) · Toplum ve sosyal hizmet(Online)/Toplum ve sosyal hizmet · doi:10.33417/tsh.855213 · Cited by 1
Davis, A. S., Schwandt, B. M., Power, E., & D’Amato, R. C. (2021) · Springer eBooks · doi:10.1007/978-3-030-59162-5_14 · Cited by 1
Examining Black Diaspora Participation in Engineering using Narrative Inquiry
Shittu, E., Dashiell-Shoffner, J., & Kim, H. N. (2024) · Collaborative Network for Engineering and Computing Diversity Conference (CoNECD) · doi:10.18260/1-2--36085 · Cited by 1
Porter, E. (2022) · Digital Archive @ GSU · doi:10.57709/22798431 · Cited by 1
Neuropsychological Assessment in Later Life
Yochim, B. P., & Mast, B. T. (2020) · Elsevier eBooks · doi:10.1016/b978-0-12-818697-8.00036-4 · Cited by 1
Karcher, B., Holloway, B. M., & Pierson, B. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--32723 · Cited by 1
A Distortion or ‘Our’ Default?
Mikkola, M. (2021) · Aristotelian Society Supplementary Volume · doi:10.1093/arisup/akab004 · Cited by 1
La amenaza del estereotipo para el rendimiento en las pruebas motrices específicas para el deporte
Ward, J., & Buscombe, R. M. (2019) · ITF Coaching & Sport Science Review · doi:10.52383/itfcoaching.v27i77.128 · Cited by 1
The school-to-prison pipeline: a failed holding environment
Catrone, C. (2021) · Journal of Psychosocial Studies · doi:10.1332/147867321x16215933132447 · Cited by 1
Do demographic factors affect academic outcomes? A master engineering course analysis
Joao, I. M., & Silva, J. M. (2021) · International Conference of the Portuguese Society for Engineering Education (CISPEE) · doi:10.1109/cispee47794.2021.9507228 · Cited by 1
Funkcjonowanie poznawcze w uzależnieniach behawioralnych
Nowakowska, I., Lewandowska, K., & Lewczuk, K. (2021) · Wydawnictwo Liberi Libri eBooks · doi:10.47943/lib.9788363487515.rozdzial04 · Cited by 1
L’influence des enseignant·e·s de mathématiques dans l’orientation des filles vers ce domaine
Tsopgny, A. V. T., Daouda, M., & Mbedé, R. (2021) · Nouveaux cahiers de la recherche en éducation · doi:10.7202/1081288ar · Cited by 1
Using the Universal Design for Learning Framework to Understand the Power of Belonging
Nelson, L. L. (2021) · Emerging issues in family and individual resilience · doi:10.1007/978-3-030-81277-5_4 · Cited by 1
The Role of Psychological Distancing in Prejudice and Prejudice Reduction
Phillips, J. E. (2012) · Cited by 1
Autostereotyp narodowy i jego konsekwencje : perspektywa psychologii stosunków międzygrupowych
Bilewicz, M. (2007) · Człowiek i Społeczeństwo · Cited by 1
Brinkschulte, M., Furley, P., Klemp, M., & Memmert, D. (2021) · Scientific Reports · doi:10.1038/s41598-021-04118-6 · Cited by 1
Support Communication in Culturally Diverse Families
Gaines, S. O., & Mickelson, K. D. (2021) · Routledge eBooks · doi:10.4324/9781003043423-17 · Cited by 1
Feminist Psychology and Sociocultural Precipitants to Women’s Leadership
Arredondo, P. M., Miville, M. L., Capodilupo, C. M., & Vera, T. (2022) · International and cultural psychology/International and cultural psychology series · doi:10.1007/978-3-030-62201-5_2 · Cited by 1
Schools and Teacher Education Challenged by Transnational Constellations. An Introduction
Heidrich, L., Karakaşoǧlu, Y., Mecheril, P., & Shure, S. (2021) · Springer eBooks · doi:10.1007/978-3-658-29189-1_1 · Cited by 3
Kindermann, H. (2020) · Springer eBooks · doi:10.1007/978-3-658-28161-8_4 · Cited by 1
Dworkin, A. G., & Turley, R. N. L. (2014) · Palgrave Macmillan UK eBooks · doi:10.1057/9781137317803_19 · Cited by 2
Werth, L., Seibt, B., & Mayer, J. (2019) · Springer eBooks · doi:10.1007/978-3-662-53899-9_4 · Cited by 1
Ferguson, T., & Bonds, M. D. S. (2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/s2051-231720220000008005 · Cited by 1
The Professional Choices of Black Adolescents in Brazil: Effects of Stereotype Threats
Santos, I. J., & de França, D. X. (2022) · Trends in Psychology · doi:10.1007/s43076-022-00178-3 · Cited by 1
Becoming Black Men: Gender, Race, and the Neoliberal Trap of Aspirations
James, C. E. (2022) · Springer eBooks · doi:10.1007/978-3-030-83947-5_25 · Cited by 1
Gendered and Racial Microaggressions in STEM
Rockinson‐Szapkiw, A. J., & Wade‐Jaimes, K. (2021) · IGI Global eBooks · doi:10.4018/978-1-7998-8547-4.ch062 · Cited by 1
Still, talentiert, verborgen: Erfolgreiche Zuwanderer und ihre Potenziale
Uslucan, H.-H. (2018) · Springer Reference Psychologie · doi:10.1007/978-3-658-18403-2_21-1 · Cited by 1
Martiny, S. E., Götz, T., & Keller, M. M. (2020) · Springer eBooks · doi:10.1007/978-3-658-27825-0_23-1 · Cited by 1
Schneider, B., Judy, J., & Burkander, K. (2014) · Handbooks of sociology and social research · doi:10.1007/978-94-017-9002-4_17 · Cited by 1
Condon, F., & Young, V. A. (2016) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/atd-b.2016.0933.1.3 · Cited by 1
Moving Toward Culturally Restorative Teaching Approaches
Revell, M. D. (2019) · Advances in early childhood and K-12 education · doi:10.4018/978-1-5225-7787-4.ch008 · Cited by 1
African American female engineering students' experience with stereotype threat: A narrative inquiry
Gregory, S. L. (2015) · QScience Proceedings · doi:10.5339/qproc.2015.wcee2014.3 · Cited by 1
Sanchez‐Mazas, M., Mechi, A., & Buchs, C. (2021) · Presses universitaires de Rennes eBooks · doi:10.4000/books.pur.147290 · Cited by 2
Osborne, L. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--4422 · Cited by 1
Engineering State of Mind Instrument: A Tool for Self-assessment
Gurganus, J., Clancy, S. M., Blorstad, R., Reinhardt, R., Eggleton, C. D., & Topoleski, L. D. T. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--34560 · Cited by 1
Noblit, G. W., & Green, M. (2015) · SensePublishers eBooks · doi:10.1007/978-94-6209-965-4_14 · Cited by 1
Stereotype, Vorurteile und Rassismus
Fischer, P., Jander, K., & Krueger, J. I. (2018) · Springer-Lehrbuch · doi:10.1007/978-3-662-56739-5_7 · Cited by 1
Moving Toward Culturally Restorative Teaching Approaches
Revell, M. D. (2021) · IGI Global eBooks · doi:10.4018/978-1-7998-9026-3.ch027 · Cited by 1
Diversity Professionals' Perspectives on Building Belonging in STEM Education
Austin, S. J., Dickerson, D. A., Freeman, A., Ainsworth, E., & Booth-Womack, V. (2022) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/978-1-6684-4803-8.ch005 · Cited by 1
The Politics of Blackness: Theorising Afrodiasporic Identities and Experiences
Gatwiri, K., & Anderson, L. (2022) · Springer eBooks · doi:10.1007/978-981-19-4282-2_3 · Cited by 2
Picho, K., Osborne, E., Camacho, F., Ouellette, A., Woodford, M., & Melcer, E. F. (2022) · Lecture notes in computer science · doi:10.1007/978-3-031-15325-9_8 · Cited by 1
Education systems and inequalities
Hadjar, A., & Groß, C. (2016) · Policy Press eBooks · doi:10.51952/9781447326113.int001 · Cited by 1
EMPREENDEDORAS NEGRAS NO BRASIL – UM ESTUDO EXPLORATÓRIO SOBRE ADVERSIDADES E SUPERAÇÃO
de Aguiar, H. M., Nassif, V. M. J., & Garçon, M. M. (2022) · South American Development Society Journal · doi:10.24325/issn.2446-5763.v8i23p237-258 · Cited by 1
Toward a New Approach to Investigate the Role of Working Memory in Stereotype Threat Effects
Piroelle, M., Abadie, M., & Régner, I. (2022) · Brain Sciences · doi:10.3390/brainsci12121647 · Cited by 3
Cuevas, J. A., & Dawson, B. L. (2022) · Springer eBooks · doi:10.1007/978-3-031-13559-0_13 · Cited by 1
Mindsets of Intelligence: Their Development, Consequences, and Relation to Group-Based Inequality
Bian, L. (2022) · Springer eBooks · doi:10.1007/978-3-030-92798-1_12 · Cited by 1
Ecossistemas da ciência, tecnologia e inovação: a experiência da Secti com os habitats de inovação
Cardozo, R. G., Freitas, K. A., & da Silva, A. F. T. (2021) · Bahia Análise & Dados · doi:10.56839/bd.v31i2.6 · Cited by 1
Intersectionality in the Sport Psychology Classroom: Reflections From a Neophyte Instructor
Anderson, S. N. (2022) · Journal of Clinical Sport Psychology · doi:10.1123/jcsp.2021-0060 · Cited by 3
Diversity Management als Anti-Diskriminierungsstrategie
Gächter, A. (2022) · Springer Reference Sozialwissenschaften · doi:10.1007/978-3-658-11119-9_36-2 · Cited by 1
Racism Damages Health Through Many Causal Pathways
Braveman, P. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780190624118.003.0005 · Cited by 1
Fairness in Educational Assessment and the Next Edition of the Standards : Concluding Commentary
Herman, J. L., Martínez, J. F., & Bailey, A. L. (2023) · Educational Assessment · doi:10.1080/10627197.2023.2215980 · Cited by 1
Wolfrom, D., Snellgrove, C., Rivera, M., Vandessppooll, K., & Feliciano, E. (2023) · International Journal of Aquatic Research and Education · doi:10.25035/ijare.14.02.01 · Cited by 1
Takeshita, M., Challco, G. C., Reis, M., Santos, J., Isotani, S., & Bittencourt, I. I. (2023) · Communications in computer and information science · doi:10.1007/978-3-031-36336-8_114 · Cited by 1
Theorising the impact of education systems on inequalities
Groß, C., Meyer, H., & Hadjar, A. (2016) · Policy Press eBooks · doi:10.56687/9781447326113-005 · Cited by 2
Mgalula, E. C., & Kweyamba Audax, B. (2023) · Tanzania Journal of Sociology · doi:10.56279/tajoso.v9i1.124 · Cited by 1
Career Development and Black Men
Beauduy, G. J., Wright, R., Ford, D. J., Mack, C. H., & Folkes, M. (2023) · Advances in race and ethnicity in education · doi:10.1108/s2051-231720230000009018 · Cited by 1
Secules, S., McCall, C., Kali, M. B., & Dyke, G. V. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--42647 · Cited by 1
Wang, H. (2024) · International Journal of Studies in Education and Science · doi:10.46328/ijses.72 · Cited by 1
Effects of age-based stereotype threat on time-based prospective memory
Tsang, A. P. L., Chan, S. C. Y., Lu, H. J., & Wong, C. C. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1379160 · Cited by 2
Les stéréotypes sur l’enfant ayant un diagnostic de TDAH chez les neuropsychologues en France
Valéry, K.-M., Roulin, M., Caiada, M., Felix, S., Guionnet, S., Tison, E., Fournier, T., Violeau, L., Chadapeaud, L., Pachnopoulos, J.-B., et al. (2024) · Neuropsychiatrie de l Enfance et de l Adolescence · doi:10.1016/j.neurenf.2024.04.002 · Cited by 1
Ault, M. K., Amacher, A., & Gilder, B. J. V. (2024) · Journal of Intercultural Communication Research · doi:10.1080/17475759.2024.2355374 · Cited by 1
The effect of false cognitive feedback on subsequent cognitive task performance
Clark, P., Brunell, A. B., & Buelow, M. T. (2024) · Journal of Clinical and Experimental Neuropsychology · doi:10.1080/13803395.2024.2360229 · Cited by 1
Capital, Wages, and Structural Unemployment
Stiglitz, J. E., & Akerlof, G. A. (2025) · Oxford University Press eBooks · doi:10.1093/oso/9780198799580.003.0030 · Cited by 1
African-American Women Administrators in Higher Education
Holmes, M. C., & Hayes, D. (2017) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-68123-684-120251020 · Cited by 1
The Secret Minority of the New Latino/a Diaspora
Flores‐Koulish, S. A. (2015) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-62396-995-020251010 · Cited by 1
Understanding College Students' Leadership Engagement.
Shim, W.-J. (2013) · Deep Blue (University of Michigan) · Cited by 1
Diefenbach, H. (2009) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-531-92186-0_4 · Cited by 1
African American males' perceptions of factors that contribute to high school completion
Rainer, S. M. (2009) · USF Scholarship Repository (University of San Francisco) · Cited by 1
O'Hara-Rines, E. (2013) · Digital Commons - George Fox University (George Fox University) · Cited by 1
Ong, K. S. (2014) · Digital Commons-DePaul (DePaul University) · Cited by 1
Race, Class, and Tracking: What Keeps African American Males from Pursuing College Degrees?
Richardson-Shavers, S. R. (2007) · Cited by 1
Webb, F. R. (2014) · Deep Blue (University of Michigan) · Cited by 1
Polzer, J. T., & Caruso, H. M. (2008) · Cited by 1
Stroud, R. S. (n.d.) · ProQuest Demo Repository · Cited by 1
Directed Attention and Stereotype Threat in Interracial Interactions.
Tatum, T. J. D. (2009) · Deep Blue (University of Michigan) · Cited by 1
Unintentional Prejudice and Social Psychology's Lessons for Cross‐Racial Teaching
Hammer, E. D. (2011) · Wiley eBooks · doi:10.1002/9781444395341.ch4 · Cited by 1
Stereotype Threat and Minority Students' Academic Achievement
Dorvil, C. (2011) · Digital Commons - PCOM (Philadelphia College of Osteopathic Medicine) · Cited by 1
Women and Math Performance: the Effects of Stereotype Threat, Math Identity, and Gender Identity
Chu, F. W. (2010) · Seton Hall University eRepository (Seton Hall University) · Cited by 1
PARTICIPATORY EQUITY AND ECONOMIC DEVELOPMENT: POLICY IMPLICATIONS FOR A GLOBALIZED WORLD
Basu, K. (2005) · Cited by 1
Metadata
- 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
- W2161923363
- Semantic Scholar
- 71dbd1d5c13d7661857b0d245f7ce1d3fac7b0c5
- Cited by
- 9,020
- References
- 34
- Citations by year
- 2026: 346 · 2025: 505 · 2024: 406 · 2023: 462 · 2022: 420 · 2021: 486 · 2020: 532 · 2019: 571 · 2018: 463 · 2017: 461 · 2016: 497 · 2015: 471 · 2014: 451 · 2013: 361 · 2012: 383
- FWCI
- 117.47
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Personality and Social Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute of Mental Health (R01MH051977)
- Topics
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Social Sciences › Psychology › Developmental and Educational 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
- MeSH terms
- Black or African American, Female, Humans, Intelligence Tests, Male, Stereotyping, Task Performance and Analysis
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
