A Hidden Challenge to Successful Inquiry-Based Science: Stereotype Threat's Impact on Middle School Student Collaboration

• In Event: The Role of a Science Identity: Effects on Attitudes and Career Choices

Abstract

Stereotype threat, or the concern that one will be judged through the lens of a negative stereotype, has been widely demonstrated to affect science outcomes for members of marginalized groups. Effects have primarily been examined for individual students in solitary learning activities. We report here on an experimental study that instead examines the effects of stereotype threat on the class as a whole and specifically on collaborative processes during inquiry-based science activities. With a sample of 8th-grade students (n=256), we find that students, teachers, and observers all rate the level of collaboration as lower during lessons when stereotype threat is primed. This suggests a need for broader consideration of the impact of stereotype threat in classroom-based science instruction.

Authors

• Samantha G Daley, Center for Applied Special Technology

• Sam Catherine Johnston, Harvard University

• Miriam Evans, CAST

• Graham Gardner

• Kristin Robinson, Center for Applied Special Technology

• Allison Posey, Center for Applied Special Technology