Domain Identification as a Moderator of Stereotype Threat Effects on African American Children

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-16 - Black Children and Education

Abstract

A recent study investigated whether a diagnostic testing condition leads to stereotype threat effects for African American children (N = 173) at an urban elementary school. Results indicated that presenting a reading test as diagnostic of abilities hindered the performance of African American children aware of racial stereotypes, but not of those unaware of such stereotypes. For stereotype-aware children, the effect of stereotype threat on performance was moderated by level of domain identification, such that the effects were most pronounced among high ability children placing greater value on achievement. This presentation will focus on unpacking the latter result. Implications for educational equity are discussed.

Author

• Martin J. Wasserberg, University of North Carolina - Wilmington