1. Stereotype Threat: How Stereotypes Affect Us and What We Can Do January 8 th, 2014

2. Purpose:  To understand how stereotype threat affects our students and to gain tools to combat its effect/create identity safe classrooms for all students.

3. Lincoln Data  What is within our circle of influence that can be changed to ensure higher levels of achievement for more students? African AmericanLatinoWhite Population 11%Population 18%Population 56% NPR Reading 38.8058 8NPR Reading 47.352941 18NPR Reading 57.444 44444 NPR Math 32.6646 7NPR Math 40.950704 23NPR Math 50.185 05338 NPR Science 40.9415 2NPR Science 47.525951 56NPR Science 57.583 52668

4. Lincoln Data  What is within our circle of influence that can be changed to ensure higher levels of achievement for more students? African AmericanLatinoWhite Population 11% Non-Proficient Data Population 18% Non-Proficient Data Population 56% Non-Proficient Data Reading0.53448 Reading0.4290657 Reading 0.264129 Math0.62643 Math0.4636678 Math0.304498 Science0.5Science0.4152249 Science0.284890

5. Lincoln Data  What is within our circle of influence that can be changed to ensure higher levels of achievement for more students? African AmericanLatinoWhite Population 11% Proficient Data Population 18% Proficient Data Population 56% Proficient Reading0.46551Reading0.5709342Reading0.7358 Math0.37356Math0.5363321Math0.6955 Science0.5Science0.5847750Science 0.7151 3

6. Claude Steele: http://www.youtu be.com/watch?v=f ailylROnrYhttp://www.youtu be.com/watch?v=f ailylROnrY

7. Agenda:  Reflect on identity  Define and understand stereotype threat  Analyze implications  Learn tools for the classroom  Set personal goals

8. Reflections on Identity:  Quick write: How do you self-identify?  Doll Test Video 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?

9. Stereotype Threat  Stereotype threat describes the experience of “being at risk of confirming, as a self-characteristic, a negative stereotype of one’s group.”  Stereotype 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.

10. 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.

11. 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.

12. 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.

13. 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.

14. Implications Individuals encountering stereotype threat experience :  stress arousal  performance monitoring (which narrows attention)  efforts to suppress negative thoughts and emotions such as anxiety  disruption 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 cortisol

15. 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  self-handicap  disengagement from situations and environments that are perceived as threatening  depression, anxiety, and rebellious behavior

16. 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 together

17. 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 anxiety

18. 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 students

19. 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.

20. Personal Goal-Setting  How will you use your understanding of stereotype threat to create change in your classroom? What would you like to try?