Educational Leadership:Closing Achievement Gaps:The Threat of Stereotype - 1 views
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eaurand on 30 Sep 13Correlates to our lower participation by PoC in AP courses at the US.
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David Boxer on 16 Oct 13Would be helpful to look at when PoC participation begins to decline. In particular, I am curious to know if the moment a "named tracking" program begins (regular, honor, AP) begins to have a systematic effect. And if so, when does tracking begin (MS or US), and in what subjects? (My assumption is tracking occurs in the subjects that historically have been under-represented by PoC and women such as in the fields of STEMx. See: http://www.aauw.org/research/why-so-few/)
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creates an atmosphere in which looking smart is more important than getting smart.
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ooperative classroom structures in which students work interdependently
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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.
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"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)