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What is Stereotype Threat?

Stereotype threat refers to the risk of confirming negative stereotypes about one’s racial, ethnic, gender, or cultural group(s) or intersections thereof.��Claude Steele and Joshua Aronson, who coined the term, demonstrated through their research that cues in one’s social environment can remind individuals of negative stereotypes about their group(s), enhancing stress and cognitive load, ultimately leading to underperformance.��

The process of stereotype threat is thought to unfold as follows:��

1. An environmental cue or subtle prime reminds the individual of a negative stereotype about their group that is relevant to the domain or task at hand. Example triggers of stereotype threat:��
   • Example triggers of stereotype threat:��
     • Noticing that you are the only woman in a STEM class (environmental cue)
     • Being asked to indicate one’s gender or race at the beginning of a math test (prime)
2. Next, the individual begins to worry about how they (or their group) will be perceived if they perform poorly on the task. This leads to heightened anxiety, stress, and cognitive load.��
3. This distracts them away from the task, causing them to perform more poorly on the task than they usually would.��

In sum, stereotype threat diverts mental resources away from academic tasks, leading to underperformance. This can contribute to a sense of having confirmed the negative stereotype about one’s group. In the long run, repeated experiences of stereotype threat can erode a student’s self-confidence and sense of belonging in academic spaces, creating barriers to academic success.��

Take Action Against Stereotype Threat

1. Foster Inclusive Learning Environments:
   • Remove nonessential cultural references from course materials, activities, and assessments (e.g., don’t assume all students know the rules of baseball).
   • Use inclusive language that acknowledges and embraces diverse identities and backgrounds.
   • Use students’ correct name pronunciations and pronouns.
   • Co-create inclusive norms of engagement with students to promote positive, respectful classroom interactions.
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2. Cultivate a Growth Mindset:
   • Assert that, with effort and persistence, all students are capable of success.��
   • Normalize mistakes, failure, and setbacks as part of the learning process.
   • Provide��formative feedback with specific, actionable guidance on how students can continue supporting their own learning.
   • Consider awarding points or credit for the learning��process (e.g., incorporating feedback, revising drafts, completing self-assessments)--not just final products.
   • Share times you failed and what you ultimately learned through those experiences.
   • Rather than frame assessments as diagnostic of one’s ability, reframe them as learning exercises–an opportunity to grow one’s skill and knowledge and learn through mistakes.
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3. ��Increase Representation in Course Materials:
   • Select readings and course materials representing diverse perspectives, identities, cultures, etc.��
   • Incorporate podcast episodes, video clips, and other media–not just readings. (Note that very few people have the opportunity to write a book or article!)
   • Ask students to recommend and share additional media and examples they find relevant and helpful.
   • Provide opportunities for students to choose from a list of topics for papers or projects.
   • Consider inviting diverse guest presenters (e.g., scholars, practitioners, community members) to share with the class.
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4. Engage in Critical Self-Reflection:
   • Consider personal biases you may have and how they influence your approach to course design and classroom interactions.
   • Assess the learning environment–both the physical classroom environment and how students interact with you and each other–for cues signalling which groups belong (or do not belong).
   • Examine your own course materials and assessments, and remove subtle primes related to race, gender, culture, or other identities.
   • Ask students for feedback on the learning environment and your teaching practices, including explicitly asking what specific changes would make the class more inclusive.
   • Consider completing a��CTL classroom observation to get formative feedback on your teaching, including inclusive practices.