Stereotype threat and the intellectual test performance of African Americans.

In the citing paper

“Steele & Aronson (1995) found that”

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”

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),”

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.”

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).”

In the citing paper

“Negative stereotypes are key antecedents to threat in theories of social identity threat (especially stereotype threat; 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”

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.”

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.”

In the citing paper

“In their influential work, Steele and Aronson (1995) showed that when the stereotype of African American intellectual inferiority was”

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).”