Application Source 3: Stereotype Threat Kripke 1

https://www.youtube.com/watch?v=W2bAlUKtvMk

This Youtube video provides a clear and concise discussion about stereotype threat, its

effects and possible solutions. Dr. Claude Steele from Stanford University explains that

stereotype threat can occur anytime you are in a context where a constructed stereotype is

applicable (being a woman in STEM, blacks taking standardized tests after being reminded of

their race). Specifically, stereotype threat is the experience people go through when they become

aware that they could be reduced to that stereotype. It often creates stress and anxiety that

negatively impacts performance. Stereotype threat can become a self-fulfilling prophecy where

your worry about confirming the stereotype hinders performance, thus confirming the stereotype

and being reduced to it.

In the beginning of the video, they interview a woman who excels in mathematics and a

black male who is an involved college student. They both describe their experiences and

hardships being in environments where they constantly feel as though others are negatively

judging them. In one study shared during the video, men and women were given a difficult math

test. Frustration while taking the test, they believed, would activate the stereotype threat in

women. To test the effects of stereotype threat, half of the test-takers were told this test shows

gender differences while the other half was told there are no gender performance differences on

this specific test. Results showed that the women who were told gender differences do not apply

to the test performed just as well as the men. On the other hand, the group instructed that there

are gender differences had a significant performance gap where women underperformed. These

same results were found when they gave blacks a frustrating standardized test. Blacks who were

told the test was based off ability underperformed, while those who were told the test was like a

puzzle and anybody could solve it, there were not performance differences between blacks and
Application Source 3: Stereotype Threat Kripke 2

whites. This video provides evidence that much of stereotype threat is a result of how things are

presented to us. Simply rephrasing instructions can eliminate the effects. Finally, the video talks

about what solutions may be effective. Instead of teaching children to think about ability as

stable, some teachers have begun emphasizing that ability can change and grow. On the college

level, they say professors should encourage group work with racially diverse members. In the

general sense, they say there is scientific support that the public should be educated about the

effects of stereotype threat.

The first solution of reframing the way we look at a situation is backed up by research

conducted by Emerson and Murphy (2014). In companies, the organizational lay determines

whether women can trust their work place to treat them just as they would men. Women have

little trust for entity companies who see ability as fixed. This is probably because women are

stereotyped to not have as much ability as men. However, women do trust companies that are

incremental. These companies believe that ability can improve with practice and experience,

which evens the playing field for women and men. If changing beliefs to minimize stereotype

threats in the workplace is effective, then it will be effective in reframing beliefs for all contexts,

such as in the school setting. Thus, teaching children to think of ability as malleable and

incremental should prove to be effective in eliminating stereotype threat. The other preventative

measure they mentioned was to encourage blacks and whites to work together in group projects.

They did not back this up with any scientific evidence. Although increasing the number of

interactions you have with a stereotypical group may alter your stereotypic beliefs, I am not sure

if encouraging interracial project groups would eliminate a performance gap in black and whites

assuming that any stereotype threat intervention works the same for race and gender. In a study

by Inzlicht and Ben-Zeev (2000), they found women’s performance on a math test worsened as
Application Source 3: Stereotype Threat Kripke 3

the number of outgroup members, men, increased. The mere presence of males worsens female

performance, even without being explicitly reminded of the stereotype. Based off these results, I

wonder if encouraging interracial group work would eliminate the performance gap or actually

worsen it.

Since there is scientific literature to back up the idea that reframing the way people look

at a situation can eliminate stereotype threat, I believe this is a good intervention strategy that

would work. The issue is not enough people are educated about stereotype threat or how to

encourage others to look at a situation with another viewpoint. There are a couple solutions that

the video did not mention that I think would work. First, standardized tests should ask students to

fill out demographic information after taking the test instead of before. That way, students are not

reminded of performance-hindering stereotypes that may be applied to them. Also, questions on

tests should be carefully worded to not activate stereotypes. For example, teachers should use

gender neutral names and be sure to avoid making scenarios that agree with stereotypes. This

solution is a more specific way of reframing the way people perceive a situation. Children learn

about constructed stereotypes by the age of six, so it is important that teachers are educated about

stereotype threat effects and are taught how to eliminate stereotype threat in the classroom. Since

children learn about stereotypes so young, they will still talk about it even if you don’t talk about

it with them. For example, I’m sure you have heard a boy say that “you throw like a girl”. In an

episode of Anderson Cooper, six and thirteen-year-old children were shown ambiguous pictures

of a black and white student. White children expressed negative opinions toward the black

student because of the color of their skin and black children showed acceptance of white children

at six, but many black thirteen-year-old told stories of bullying because of their skin color. Since

they are aware racism and gender differences exist, a preventative program should be started in
Application Source 3: Stereotype Threat Kripke 4

all elementary schools. Teachers would have a national curriculum where they teach children

about negative stereotypes, the unfair consequences that can come from them, and how to openly

talk about differences such as gender, race, sexual orientation, religion, etc.

https://www.youtube.com/watch?v=9OKgUdQF-Fg (Anderson Cooper)

Application Source 3: Stereotype Threat Kripke 5

References

Emerson, K. U., & Murphy, M. C. (2015). A company I can trust? Organizational lay theories

moderate stereotype threat for women. Personality And Social Psychology Bulletin,

41(2), 295-307. doi:10.1177/0146167214564969

Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are

susceptible to experiencing problem-solving deficits in the presence of males.

Psychological Science, 11(5), 365-371. doi:10.1111/1467-9280.00272