ABSTRACT
In the United States, history, culture, and politics have privileged some groups over others, most prominently along ethnic-racial and gendered lines. One outcome of these differences in policy over time is a number of gaps in achievement between students from more and less privileged groups. These gaps, detached from the context of history, have contributed to stereotypes where group membership is associated with ability and achievement. Under both laboratory and real-world conditions, being conscious of negative stereotypes about an individual’s group membership has been shown to depress performance. This phenomenon, termed stereotype threat, has been observed over a wide range of settings and outcomes and is frequently invoked as a major contributor to the achievement gaps in the United States. A full understanding of stereotype threat in the United States requires an understanding of the antecedents that both created and sustain it. This chapter begins with a review of the historical, political, and cultural origins of ethnic-racial and gender stereotypes and how they contribute to the modern perpetuation of gaps in both opportunity and achievement. It then summarises the literature on stereotype threat in American students and situates it within the diversity that characterises the U.S. student population. The chapter concludes with a review of several significant interventions that combine simplicity, low cost, and ease of implementation not only to counter the effects of stereotype threat, but also to help maximise students’ performance.
