STEREOTYPE THREAT AND ACADEMIC PERFORMANCE: New Findings from a Racially Diverse Sample of College Freshmen

By D. Massey, Mary J. Fischer. Du Bois Review: Social Science Research on Race, 2005

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Undergraduate STEM Achievement and Retention (2016, background): “…school teaching practices in STEM) and not even all cognitive, motivational, and institutional variables are found to have some relation to STEM achievement (e.g., stereotype threat in diverse student contexts [e.g., Massey & Fischer, 2005], beliefs that one’s ability can grow [e.g., Dweck, 2000]).”
A longitudinal examination of the role of stereotype threat and racial climate on college outcomes for minorities at elite institutions (2010, background): “Previousworkwiththesedatarevealedthatminoritystudentswhohaveahigherexpectation that out-groups’ treatment of them will be biased by stereotypes (i.e., stereotype externalization) feel higher levels of performance burden than do minority students who express less agreement that their treatment by out”
Dual Identity as a Two-Edged Sword (2011, background): “Complementing experimental evidence of stereotype threat, Massey and his colleagues found longitudinal evidence of cumulative stereotype threat effects on the grades of African American students in the United States (Massey et al. 2006; Massey and Fischer 2005).”
Why they leave: the impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors (2012, unknown): “Massey and Fischer (2005), whose research we build on, demonstrated that performance anxiety does hamper the academic performance of racial minorities.”