Steele examined how group stereotypes can affect how students see themselves which then alters their academic identity. Steele set out to close the achievement gap by understanding the importance of stereotype threats, which can be defined as the anxiety that students experience when confronted with a situation that they dear confirming negative stereotypes. In order to reduce stereotype threats in the classroom is to provide students with the tools to have a growth mindset. I feel like that has been a buzz word around my school as it is very important to make students see that intelligence is not fixed and that they can get better and do anything with practice. They also need to see mistakes as opportunities to learn and learn strategies from educators to dealing with those struggles. Another way to reduce threats in the classroom is to provide students feedback that is valuable to them. Feedback should reflect high standards, contain specific commentary and share with the student that you have confidence in their ability and they can meet the standard. Lastly, it is important to make students feel like they belong in the group and are not in the wrong place. Fostering a positive learning environment is critical to having a working learning environment. Students need to have security and know that they are supported in all aspects of their lives. It has been proven that lower test scores occur when students already have a negative message inflicted on them because of a particular group they belong to. Making sure students feel safe in there space is very important to allow them the best possible space for growth and learning, going back to the importance of growth mindset.
“Reducing Stereotype Threat.” https://teachingcenter.wustl.edu/resources/inclusive-teaching-learning/reducing-stereotype-threat/
Steele, Claude. M. (2010). Whistling Vivaldi: How Stereotypes Affect us and What we can do. W.W. Norton, New York.