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written by Catherine Good, Joshua Aronson, and Michael Inzlicht
Standardized tests continue to generate gender and race gaps in achievement despite decades of national attention. Research on "stereotype threat" (Steele & Aronson, 1995) suggests that these gaps may be partly due to stereotypes that impugn the math abilities of females and the intellectual abilities of Black, Hispanic, and low-income students. A field experiment was performed to test methods of helping female, minority, and low-income adolescents overcome the anxiety-inducing effects of stereotype threat and, consequently, improve their standardized test scores. Specifically, seventh-grade students in the experimental conditions were mentored by college students who encouraged them either to view intelligence as malleable or to attribute academic difficulties in the seventh grade to the novelty of the educational setting. Results showed that females in both experimental conditions earned significantly higher math standardized test scores than females in the control condition. Similarly, the students--who were largely minority and low-income adolescents--in the experimental conditions earned significantly higher reading standardized test scores than students in the control condition.
Journal of Applied Developmental Psychology: Volume 24, Issue 6, Pages 645-662
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
= Instructional Issues
Education - Basic Research
- Achievement
- Communication
= Reading
- Sample Population
= Age
- Societal Issues
= Gender Issues
= Race Issues
- Student Characteristics
= Ability
Other Sciences
- Mathematics
- Middle School
- High School
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
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- Educators
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application/pdf
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© 2003 Elsevier B.V.
DOI:
10.1016/j.appdev.2003.09.002
Keywords:
STEM identity, gender equity, growth mindset, racial stereotypes, reformed education
Record Creator:
Metadata instance created September 14, 2022 by Lauren Bauman
Record Updated:
December 18, 2022 by Caroline Hall
Last Update
when Cataloged:
October 16, 2003
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