Stereotype threat: Contending and coping with unnerving expectations

By Joshua Aronson. 2002

137 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b29c06df59fae488318a4df1169c2dbe545be2b2

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Citations in the corpus

How Environments Can Threaten Academic Performance, Self-Knowledge, and Sense of Belonging (2006, background): “For individuals belonging to stigmatized groups, these stereotypes are negative, and any cues that signal that one’s group is treated with ill will, is not valued socially, or is marginalized in any way, should increase one’s vigilance for prejudice, foster mistrust, and create a threatening environ”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “gender stereotypes can be detrimental for the performance of girls in tests of mathematics and spatial reasoning (Aronson, 2002; Aronson & Steele, 2005; Steele, Spencer, & Aronson, 2002).”
Black Male College Achievers and Resistant Responses to Racist Stereotypes at Predominantly White Colleges and Universities (2015, background): “Lowering self-expectations for academic achievement is another way in which students react to stereotypes (Aronson, 2002; Stangor, Carr, & Kiang, 1998).”
Encouraging girls in math and science (2007, background): “52 For reviews of the research, see Aronson and Steele (2005); Steele, Spencer, and Aronson (2002).”
Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence (2002, background): “African Americans appear to be more likely to endorse the incremental theory of intelligence, perhaps because it offers a self-protective shield against the intelligence stereotype as well as the tendency to underperform ( Aronson, in press ).”
Encouraging girls in math and science: IES Practice Guide (2007, background): “21 Good, Aronson, and Inzlicht (2003); Blackwell, Trzesniewski, and Dweck (2007). 22 Aronson, Fried, and Good (2002). 23 Weiner (1986); Graham (1991); see Dweck (1999) for an overview of research in this area. 24 Grant and Dweck (2003). 25 Dweck (1999); Dweck and Leggett (1988).”
A question of belonging: race, social fit, and achievement. (2007, background): “Black Americans make up only 4% of computer scientists, Latino Americans only 2% (National Science Foundation, 1998), and members of both groups face negative stereotypes about their intellectual ability (Aronson, 2002; Steele, 1997).”
Sexual Strategies: A Journey Into Controversy (2003, unknown): “The first point about research ideas that I would stress is that in the period leading up to the Steele and Aronson (1995) research, we were not trying to have a research idea.”
Implications for educational practice of the science of learning and development (2019, background): “Stereotype threat can be mitigated by how teachers frame the purpose of assignments and assessments— as diagnosing current skills that can be improved, rather than measuring ability (Aronson, 2002)—and by how they give constructive feedback to students about their work, noting that the feedback refl”
Do High-Achieving Female Students Underperform in Private? The Implications of Threatening Environments on Intellectual Processing (2003, background): “The theory of stereotype threat (Aronson, 2002; Ben-Zeev, Fein, & Inzlicht, 2003; Spencer et al., 1999; Steele, 1997; Steele & Aronson, 1995; Steele, Spencer, & Aronson, 2002) attributes underperformance to worries about being viewed through the lens of negative stereotypes.”
A particular resiliency to threatening environments (2006, background): “…at controlling the impressions they project (Danheiser & Graziano, 1982) and so may believe that they are able to prevent others from making negative stereotypic impressions of them7—precisely the demands we presume are posed by stereotype threat (Aronson, 2002; Inzlicht & Ben-Zeev, 2003).”
Shades of Threat: Racial Identity as a Moderator of Stereotype Threat (2006, methodology): “Unlike Aronson et al. (1999), who had a captive audience of math-identified students (e.”
Racial Ideological Beliefs and Racial Discrimination Experiences as Predictors of Academic Engagement Among African American Adolescents (2007, background): “academic engagement through the influence of individuals’ heightened awareness of the negative status of their racial group in society (Aronson, 2002; Fordham, 1988; Fordham & Ogbu, 1986; Mickelson, 1990; Steinberg, Dornbusch, & Brown, 1992; Taylor, Castern, Flickinger, Roberts, & Fulmore, 1994).”
Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents (2007, background): “…that suggest that social identities can have a negative effect on the academic achievement of minority students from marginalized groups, either through psychological processes (Aronson, 2002b; McWhorter, 2000; Ogbu, 1989; Steele, 2003) or teachers’ interactions with students (Weinstein, 2002).”
The Development of Stereotypes About the Rich and Poor: Age, Race, and Family Income Differences in Beliefs (2005, background): “…body of research has now shown that stereotypes are powerful and can negatively influence the performance of members of the stereotyped group—even when those individuals do not, themselves, endorse the stereotypes (e.g., Aronson, 2002; Croizet et al., 2001; Snyder and Stukas, 1999; Steele, 1997).”
Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat (2003, background): “Moreover, as Aronson et al. (2002) argue, anything that promotes a fixed ability mindset exacerbates stereotype threat (also see Aronson, 2002).”