Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence

By Joshua Aronson, Carrie B. Fried, C. Good. 2002

1,858 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e5bddf071dd6181a4962952b3440459062401df2

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In Experimental and Cognitive Psychology

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Contact in Context: An Examination of Social Settings on Whites' Attitudes Toward Interracial Marriage (2005, background): “More recent research on the positive effects of cooperation has confirmed these predictions (see, for example, Aronson, Fried, and Good 2002; Desforges et al. 1997; Hewstone and Brown 1986; Powers and Ellison 1995; Sigelman and Welch 1993).”
Racial identity beliefs and academic achievement: does being black hold students back? (2007, background): “Additionally, stereotype threat, or the situational threat that stems from the prevailing image of African Americans as intellectually inferior, places an emotional and cognitive burden on the individual’s self-concept, as the threat of conforming to the damaging anti-intellectual stereotype produce”
Stereotype threat and inflexible perseverance in problem solving (2009, positive): “Research has demonstrated this impaired performance for many stigmatized groups in many domains: women in math and science domains (Ben-Zeev, Fein, & Inzlicht, 2005; Davies, Spencer, Quinn, & Gerhardstein, 2002; Johns, Schmader, & Martens, 2005; O’Brien & Crandall, 2003; Pronin, Steele, & Ross, 2004”
The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework. (2006, result): “The proposal that entity theory has a negative influence on achievement-relevant outcomes, whereas incremental theory has a positive influence, has been clearly documented in prior research (see Aronson, Fried, & Goode, 2002; Ommundsen, 2001).”
Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach (2018, background): “In one study [18], students who were encouraged to see intelligence as malleable rather than fixed were less vulnerable to “stereotype threat” [19]—an often unconscious response to a negative stereotype”
Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model (2011, neutral): “Steele, Spencer, & Aronson, 2001 ), and belongingness uncertainty (Walton & Cohen, 2007 , 2011 ).”
Effects of Salient Multiple Identities on Women's Performance Under Mathematics Stereotype Threat (2005, background): “... include lessening the importance of the task (Croizet & Claire, 1998; Steele & Aronson, 1995), reducing the salience of the stereotype (Spencer et al., 1999), claiming the test is not susceptible to the stereotype (Walsh, Hickey, & Duffy, 1999), providing excuses for poor performance (Brown & Jo”
Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat (2003, background): “To make their argument convincing, the participants were exposed to statistics documenting the fact that many first-year college students actually improve their GPAs after the first year.”
Stereotype threat: effects on education (2008, neutral): “... techniques that could be used by educators include: (1) lessening the importance of the task (Croizet and Claire 1998; Steele and Aronson 1995); (2) reducing the salience of the stereotype (Spencer et al. 1999); (3) providing excuses for poor performance (Brown and Josephs 1999; Stone et al. 199”
The Effects of Stereotypes on the Achievement Gap: Reexamining the Academic Performance of African American High School Students (2008, background): “…have tried a few approaches, such as showing students videos depicting the ways in which the brain changes every time something new is learned and having students write letters to (hypothetical) younger students reinforcing the view of intelligence as a malleable phenomenon (Aronson et al., 2002).”