Strategies to Combat Stereotype Threat

This week’s blog posting has two parts; 1. explaining what stereotype threat is and 2. how to reduce stereotype threat in the classroom. You will discuss in 250-350 words what will explain what stereotype threat is and its impact in the classroom. You will then post your infographic on strategies to reduce stereotype threat that you read about this week. The infographic does not have to be all-inclusive; choose strategies that you think would be most useful in combating identity threat. Please post your responses by 11:59 PM EST on Sunday, February 24.  You will be responding to posts of your peers next week, so only do your initial post this week.

One thought on “Strategies to Combat Stereotype Threat”

  1. 1) Here is the link to my infographic: https://www.easel.ly/infographic/nr1ibz

    Below is my discussion response from this week’s readings
    2. Steele described stereotype threat as “members of society making judgments on different aspects of one’s identity based on stereotypes that can be negative” (Steele, 2010, p. 5). This means that in the real world someone is treated in a negative way based on their identity. An example of this is when Steele discusses how a person’s identity of being black may negatively affect those around them. The example was a research study by Wendy Mendes, who analyzed the blood pressure of white people interacting with strangers that were white versus black (Steele, 119). The study resulted in whites having more anxiety and elevated blood pressure when meeting a stranger that was black. Another negative stereotype threat was from our readings last week, when Steele discussed how a graduate student would walk in the street and see others cross the street away from him because they felt afraid of him being black. To combat this, he started whistling classical music to change the way they perceived his identity and combat stereotype threat of “black people being dangerous.”

    Based on Steele’s reading and the other articles from this week, there is more to stereotype threat than just avoiding negative stereotypes. Stereotype threat is so powerful on a person that it can lead that person to underperform on a challenging assessment or test (The Teaching Center, https://teachingcenter.wustl.edu/resources/inclusive-teaching-learning/reducing-stereotype-threat/). As teachers we have to make sure we prepare our students, who are the next generation of citizens in this world, to have the skills needed to combat stereotype threat. One tool/solution to combat stereotype threat is teaching students about growth mindset. This means teaching students that it is okay to make mistakes, and mistakes are valuable part to learning. Another solution is making students feel like they belong in the classroom. This can occur by fostering a safe space for students and doing bonding activities throughout the year with your class to show that they are cared for and valued. Students having a sense of belonging won’t worry about stereotype threat, and will push boundaries to interact and try new things with people they would normally not interact with if they let stereotype threat win in their mindset.

    References:
    “Empirically Validated Strategies to Reduce Stereotype Threat”. https://ed.stanford.edu/sites/default/files/interventionshandout.pdf

    “Reducing Stereotype Threat.” https://teachingcenter.wustl.edu/resources/inclusive-teaching-learning/reducing-stereotype-threat/

    Steele, Claude. (2010). Whistling Vivaldi: and other clues to
    how stereotypes affect us. New York: W.W. Norton & Company.

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