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Steele discusses how students who belong to groups that have been negatively stereotyped are likely to perform less well in situations such as a standardized tests in which they feel they are being evaluated through the lens of that stereotype.

"Claude Steele speaks to a group of educators and students at Castlemont High School in Oakland CA in November 2011. His discussion of stereotype threat is followed by a panel discussion and questions from the audience."

The acclaimed social psychologist offers an insider's look at his research and groundbreaking findings on stereotypes and identity. Claude M. Steele, who has been called "one of the few great social psychologists," offers a vivid first-person account of the research that supports his groundbreaking conclusions on stereotypes and identity. He sheds new light on American social phenomena from racial and gender gaps in test scores to the belief in the superior athletic prowess of black men, and lays out a plan for mitigating these "stereotype threats" and reshaping American identities

Provost Claude M. Steele - Lectures on "Identity and Stereotype Threat: Their Nature and What to do About Them at School and Work"

Learned a lot by watching this video. He talks about the research on how white teachers can give effective feedback to black students. He starts with two examples of what does not work and then describes the narrative that promotes success "I have seen your work, and if you work at this it could be really amazing." Acknowledge the stress, see this as normal and project success. His comments about how to make an integrated setting work is important for any institution who desires to become more diverse. (Stereotype threat triggered by various cues are more pronounced in integrated or diverse settings). Stereotype lift or boost is described which shows that it is advantageous to be on the upside of someone else's negative stereotype. In the experiments he describes, not only do women improve, but the men do worse when the playing field is more level. I heard this quote yesterday that seems relevant, "don't make the mistake of thinking that you hit a triple when you were born on third base."

Women taking a math test will perform worse when reminded that women aren't expected to do well in math. Social psychologist Claude Steele calls this an example of the "stereotype threat." In his book, Whistling Vivaldi, he lays out a plan to reshape those expectations. An interview with Claude Steele.

Creating a sense of belonging for all students in a classroom and at a school is essential to learning. What can leaders do to make students feel safe and welcome? What can teachers do to create an environment in which students feel supported, capable and competent? Based on Steele and Cohn-Vargas's book, Identity Safe Classrooms: Places to Belong and Learn, participants will study the concept of stereotype threat and then learn a set of behaviors that are within the teacher's and leader's spheres of influence and control in order increase identity safety for all students. Participants will learn how to Apply the concept of stereotype threat to their context Apply the key elements of the Identity Safe Classroom research to their context Refine their understanding of Dweck's growth mindset work and speak to how it connects to creating identity safe environments Thoughtfully choose from a variety of strategies for creating a sense of belonging in one's classroom, and also in one's school, one's department and/or grade level

Social factors can have a powerful influence on intelligence.

"My colleagues and I have called such features "stereotype threat"-the threat of being viewed through the lens of a negative stereotype, or the fear of doing something that would inadvertently confirm that stereotype. Everyone experiences stereotype threat. We are all members of some group about which negative stereotypes exist, from white males and Methodists to women and the elderly. And in a situation where one of those stereotypes applies-a man talking to women about pay equity, for example, or an aging faculty member trying to remember a number sequence in the middle of a lecture-we know that we may be judged by it."

A YouTube Playlist on videos, lectures, tv interviews, related to Stereotype Threat.

"Stereotype threat is the experience of anxiety in a situation where a person has the potential to confirm a negative stereotype about his or her social group. In school, stereotype threat can cause underrepresented students to perform below their potential. It can cause them to focus less on learning and more on the worrisome prospect of performing poorly. The sting of stereotype threat can be felt by anyone male or female, black or white, Asian or Latino, young or old. But when the threat is chronic, it can contribute to enduring patterns of inequality in school and beyond. What can be done to reverse the effects of stereotype threat? "

A brief overview of Stereotype Threat.

An Overview of Stereotype Threat

Reducingstereotypethreat.org was created by two social psychologists as a resource for faculty, teachers, students, and the general public interested in the phenomenon of stereotype threat. This website offers summaries of research on stereotype threat and discusses unresolved issues and controversies in the research literature. Included are some research-based suggestions for reducing the negative consequences of stereotyping, particularly in academic settings.

Stereotype threat arises from a fear among members of a group of reinforcing negative stereotypes about the intellectual ability of the group. The report identifies three randomized controlled trial studies that use classroom-based strategies to reduce stereotype threat and improve the academic performance of Black students, narrowing their achievement gap with White students.

Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.

"If we are serious about closing achievement gaps, we will have to move beyond the simplistic rhetoric of "It's the family," or "It's the schools," or "It's poverty"-or "It's stereotyping," for that matter. " In this article, the author argues that stereotype threat, an invisible factor, negatively impacts the performance of affected students, ranging from African American males to girls in math-oriented domains. It may account for some of the achievement gap. Stereotype threat occurs when others have negative expectations of the student's performance based on some external stereotype. The student then has to overcome the inherent negative threat, thereby facing two potential failures - actually performing poorly and the perception of performing poorly because of the stereotype. Research by the author and a colleague demonstrates that due to this additional stress and pressure, the student does more poorly precisely because he or she tries too hard in a situation in which a more relaxed concentration leads to success, particularly in high-stakes evaluations. Because stereotype threat is partly situational, the author believes that students can be taught to overcome it and that teachers and others can learn to avoid it. (WestEd)