January 8 th 2014 Purpose To understand how stereotype threat affects our students and to gain tools to combat its effectcreate identity safe classrooms for all students Lincoln Data ID: 411814
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Slide1
Stereotype Threat: How Stereotypes Affect Us and What We Can Do
January 8
th
, 2014Slide2
Purpose:
To
understand how stereotype threat affects our
students and to
gain tools to combat its
effect/create identity safe classrooms for all students. Slide3
Lincoln Data
What is within our circle of influence that can be changed to ensure higher levels of achievement for more students?
African American
Latino
White
Population 11%
Population 18%
Population 56%
NPR Reading
38.80588
NPR Reading
47.35294118
NPR
Reading
57.44444444
NPR Math
32.66467
NPR Math
40.95070423
NPR Math
50.18505338
NPR Science
40.94152
NPR Science
47.52595156
NPR Science
57.58352668Slide4
Lincoln Data
What is within our circle of influence that can be changed to ensure higher levels of achievement for more students?
African American
Latino
White
Population 11
%
Non-Proficient Data
Population 18
%
Non-Proficient Data
Population 56
%
Non-Proficient Data
Reading
0.53448
Reading
0.4290657
Reading
0.264129
Math
0.62643
Math
0.4636678
Math
0.304498
Science
0.5
Science
0.4152249
Science
0.284890Slide5
Lincoln Data
What is within our circle of influence that can be changed to ensure higher levels of achievement for more students?
African American
Latino
White
Population 11
%
Proficient
Data
Population 18
%
Proficient Data
Population 56
%
Proficient
Reading
0.46551
Reading
0.5709342
Reading
0.7358
Math
0.37356
Math
0.5363321
Math
0.6955
Science
0.5
Science
0.5847750
Science
0.71513Slide6
Claude Steele:
http
://www.youtube.com/watch?v=failylROnrY
Slide7
Agenda:
Reflect on
identity
Define
and understand stereotype
threat
Analyze
implications
Learn
tools for the classroom
Set
personal goalsSlide8
Reflections on Identity:
Quick write: How do you self-identify?
Doll Test Video
Listen to what the children say about the dolls.
Watch their non-verbal communication.
What
can we infer from
this video
about how the children see themselves?Slide9
Stereotype Threat
Stereotype threat describes the experience of “being
at risk of confirming
, as a self-characteristic,
a negative stereotype of one’s group
.”
S
tereotype
threat is thought to arise from the
particular situation
rather than from an individual's personality traits or characteristics. Since most people have at least
one
social identity
which is negatively stereotyped
, most people are
vulnerable
to stereotype threat if they encounter a situation in which the stereotype is relevant. Slide10
Stereotype Threat
Situational factors that increase stereotype threat can include
the task difficulty
, the
belief that the task measures abilities
, and the
relevance of the negative stereotype
to the task.
Individuals show higher degrees of stereotype threat on tasks
they wish to perform well on
and when they
identify strongly
with the stereotyped group.
Slide11
Stereotype Threat
Jigsaw Activity: Various Studies from “Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do” (Steele, 2010)
Paraphrase the study/studies.
Define the significant findings.
Explain how these findings impact our understanding of stereotype threat. Slide12
Important Points…
Since most people have at least
one social identity
which
is negatively stereotyped,
most people are vulnerable to stereotype threat
if they encounter a situation in which the stereotype is relevant.
Situational
factors that increase stereotype threat can include the difficulty of the task, the belief that the task measures their abilities, and the relevance of the negative stereotype to the task.
Individuals
show higher degrees of stereotype threat on tasks they wish to perform well on and when they identify strongly with the stereotyped group. These effects are also increased when they expect discrimination due to their identification with negatively stereotyped
group
.Slide13
Important Points…
The physiological reactions which are induced by stereotype threat can often be subconscious, and can distract and interrupt cognitive focus
.
People have a limited amount of cognitive resources available. When a large portion of these resources are spent focusing on anxiety and nervousness, the individual is likely to perform worse on the task.Slide14
Implications
Individuals encountering stereotype threat experience
:
stress arousal
performance
monitoring (which
narrows
attention)
efforts to suppress negative thoughts and
emotions such as anxiety
d
isruption in
working memory and executive
function
increased
self-consciousness about one's
performance
larger
increases in arterial
blood pressure, increased
cardiovascular
activation, increased
heart
rates, increased
levels of
cortisolSlide15
Long-Term Implications
Repeated experiences of stereotype threat can lead to
a vicious circle
of
diminished confidence and self-blame
poor
performance and loss of interest in the relevant area of
achievement
hypertension
s
elf-handicap
disengagement from situations and environments that are perceived as threatening
d
epression, anxiety, and rebellious behaviorSlide16
Tools
Use growth mindset to help students create a new narrative to interpret their experiences in school
Students write letters to younger students to help them process and mentally cement the notion of growth mindset
Encourage mentors to focus on growth mindset (brain growth and expandability)
Have underclassmen interview successful upperclassmen on what has led to their success in advanced coursework
Create groups where students can share their learning goals and concerns or struggles and problem solve together ways to get better togetherSlide17
Tools
Provide examples of role models who succeed in the specific area
Show role models in classroom decorations and curriculum
choices
Reframe tasks so that individuals do not believe there are group
differences
Enable
threatened individuals to affirm their talents in other
domains
Provide
alternative explanations for experiencing nervousness or anxietySlide18
Tools
Increase “critical mass” by employing teachers of color, increasing enrollment of minority students in advanced classes, etc
.
Demonstrate
that all students are valued and
contributive
Create time for students to reflect on their personal values and why they are important to them to show students their perspectives and experiences are valued
.
Be consistently prepared to teach at high
levels
Form positive relationships with
studentsSlide19
Tools
When providing feedback to students, make sure it is clearly based on high standards and is criterion referenced (responds to where the student is in relation to the standard) rather than norm-referenced (compares where the student is in relation to peers)
Use
diversity as an asset (avoid a “color-blind” approach
)
Be warm and available for
students
Implement child-centered teaching
methods
Teach students about stereotype threat
Steele
, Claude.
Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do
. New York: W.W. Norton &, 2010. Print.Slide20
Personal Goal-Setting
How will you use your understanding of stereotype threat to create change in your classroom? What would you like to try?