Comparing the Effects of Different Types of Stereotype Threat Interventions: A Meta-Analysis

• In Event: 32.084 - Poster Session 6
  In Poster Session: 32.084-3 - Learning and Teaching in Social and Cultural Contexts: Methodological Insights

Abstract

There is a growing number of stereotype threat intervention methods used in academic settings to assist members from marginalized groups perform at a level closer to their non-marginalized counterparts. Here, the three major types of interventions are compared through a meta-analysis of current literature. The analysis found that lay theory interventions reported the largest mean effect size, followed by value affirmation interventions, and finally teaching intelligence malleability interventions (F (2,20) = 1.24, p = 0.3). The results exposed several limitations in the scope of current literature on stereotype threat interventions. It is recommended that these results offer direction for future research in efforts to shrink the achievement current gap in US schools.

Authors

• Anthony J Schulzetenberg, University of Minnesota - Twin Cities

• Isabel Lopez, University of Minnesota - Twin Cities

• Geoffrey M. Maruyama, University of Minnesota