“Stereotype Threat” and Black College Students

2000 ◽  
Vol 5 (2) ◽  
pp. 2-4

This excerpt is taken from an article in the August 1999 Atlantic Monthly in which psychologist Claude M. Steele reports on his research into why capable black college students fail to perform as well as their white counterparts. The explanation, he discovered, has less to do with preparation or ability than with the threat of stereotypes about their capacity to succeed. In the article, “Thin Ice: ‘Stereotype Threat’ and Black College Students,” Steele, the Lucie Stern Professor in the Social Sciences at Stanford University, outlines many phases of the research, as well as specific strategies for helping students overcome the effects of the threat of stereotype. Space permits us to include a discussion of a few phases of the research only. The complete text of the article can be found on the Web at theatlantic.com .

1972 ◽  
Author(s):  
Ronald G. Taylor ◽  
Richard D. Grosz ◽  
Robert Whetstone ◽  
Catherine Joseph ◽  
Leon Willis

2011 ◽  
Author(s):  
Mei-Chuan Wang ◽  
Oliver Johnson ◽  
Pius Nyutu ◽  
Elise Fleming ◽  
Gloria Wells ◽  
...  

2020 ◽  
pp. 009579842097979
Author(s):  
Samuel T. Beasley ◽  
Shannon McClain

Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.


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