Reducing Stereotype Threat in Classrooms: A Review of Social-Psychological Intervention Studies on Improving the Achievement of Black Students. Summary. Issues & Answers. REL 2009-076

Stereotype threat arises from a fear among members of a group of reinforcing negative stereotypes about the intellectual ability of the group. This report identifies three randomized controlled trial studies that use classroom-based strategies to reduce stereotype threat and improve the academic performance of Black students, narrowing their achievement gap with White students. The three studies found positive impacts on the academic performance of Black students for the following social-psychological strategies: (1) Reinforcing for students the idea that intelligence is expandable and, like a muscle, grows stronger when worked; (2) Teaching students that their difficulties in school are often part of a normal learning curve or adjustment process, rather than something unique to them or their racial group; and (3) Helping students reflect on other values in their lives beyond school that are sources of self-worth for them. It is noted that while the strategies use established procedures that can be emulated by teachers and administrators, they also require thought and care on the part of schools and teachers in applying them in their particular situations. ["Reducing Stereotype Threat in Classrooms: A Review of Social-Psychological Intervention Studies on Improving the Achievement of Black Students" was written with contributions from Bianca Montrosse, Karla Lewis and Kathleen Mooney. For the full report, see ED506004.]