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David Boxer

http://www.earcos.org/elc2012/handouts/Abrams-W3.pdf - 0 views

www.earcos.org/...Abrams-W3.pdf

stereotype threat steele aronson cohn-vargas dweck growth mindset strategies intervention

shared by David Boxer on 16 Oct 13 - No Cached
  • David Boxer on 16 Oct 13
     
    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
David Boxer

http://www.arizona.edu/sites/arizona.edu/files/users/user14/Stereotype%20Threat%20Overv... - 0 views

www.arizona.edu/...eotype%20Threat%20Overview.pdf

stereotype threat research overview

shared by David Boxer on 10 Sep 13 - No Cached
  • David Boxer on 10 Sep 13
     
    The purpose of this article is to provide a summary and overview of published research on stereotype threat. It contains highlights from the reducingstereotypethreat.org web site by Stroessner and Good. You are strongly encouraged to visit this site for a more comprehensive review. By doing so you may increase your understanding of the phenomenon known as stereotype threat and gain strategies to reduce its occurrence and impact (Johns, Schmader, & Martens, 2005).
David Boxer

http://www.stanford.edu/~gwalton/home/Welcome_files/StrategiesToReduceStereotypeThreat.pdf - 0 views

www.stanford.edu/...esToReduceStereotypeThreat.pdf

research walton stereotype intervention

shared by David Boxer on 10 Sep 13 - No Cached
  • David Boxer on 10 Sep 13
     
    Empirically Validated Strategies to Reduce Stereotype Threat
David Boxer

Reducing Stereotype Threat in Classrooms: A Review of Social-Psychological Intervention... - 0 views

ies.ed.gov/...project.asp

steele stereotype threat ies research classroom

shared by David Boxer on 10 Sep 13 - No Cached
  • David Boxer on 10 Sep 13
     
    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.
mmedit66

Steretype Threat - Strategies for wise mentoring - 0 views

life.sewanee.edu/...CHAS-Stereotype_Threat.pdf

Stereotype threat intervention

shared by mmedit66 on 27 Sep 13 - No Cached
  • mmedit66 on 27 Sep 13
     
    Strategies to mitigate stereotype threat among college students.
eaurand

How to Expel Hurtful Stereotypes from Classrooms across the Country: Scientific American - 3 views

www.scientificamerican.com/article.cfm

shared by eaurand on 10 Sep 13 - No Cached
    • David Boxer
      David Boxer on 17 Sep 13
       
      Stereotype threat seems to be a particularly pernicious; however, I wonder if we, as educators, could identify stereotype threat, what opportunities would we have with students to mitigate the effects, especially in high stakes environments.
    • eaurand
      eaurand on 17 Sep 13
       
      I have rarely heard a student speak of stereotype threat while teaching, but on a personal level in more casual conversations my own children and others have mentioned the phenomenon w/o identifying "stereotype threat" 
  • The more malleable view of performance offered by stereotype threat research moves us to a more interactive view focused on the relationship bet
    • David Boxer
      David Boxer on 17 Sep 13
       
      What are some of the contextual cues that can cause stereotype to occur?  And how do we, as educators, take advantage of the fact that is a "malleable" phenomenon? (Potentially, could we support learners by developing helpful interventions?)
    • eaurand
      eaurand on 17 Sep 13
       
      Organization of groups and assumptions we make as educators can cause these stereotypes to be exploited. How might we use this common occurrence in classrooms as a tool to mitigate stereotype threat? 
  • ...7 more annotations...
    • David Boxer
      David Boxer on 17 Sep 13
       
      In order to create successful interventions, it is key that they are localized, or as the author points out, "highly crafted to fit with local conditions." I wonder then, how do we determine what are the "local conditions?"
  • Interventions using growth mind-set, values affirmation and strategies to buttress students’ sense of belonging in school have
    • eaurand
      eaurand on 17 Sep 13
       
      The significance of stereotype threat and performance is noteworthy
  • lassroom situation and how it is subjectively experienced by the student.
  • personal and historical experience
  • fit with local conditions
  • knowledge of theory and human touch
  • David Boxer on 10 Sep 13
     
    "The fear of confirming derogatory stereotypes can hinder academic performance. Researchers are scaling up relevant interventions to statewide programs"
David Boxer

Educational Leadership:Closing Achievement Gaps:The Threat of Stereotype - 1 views

www.ascd.org/...The-Threat-of-Stereotype.aspx

aronson stereotype stereotype threat deficits achievement gap intervention

shared by David Boxer on 27 Sep 13 - No Cached
    • eaurand
      eaurand on 30 Sep 13
       
      Correlates to our lower participation by PoC in AP courses at the US.
    • David Boxer
      David Boxer on 16 Oct 13
       
      Would 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/)
  • creates an atmosphere in which looking smart is more important than getting smart.
  • ooperative classroom structures in which students work interdependently
  • ...21 more annotations...
    • eaurand
      eaurand on 30 Sep 13
       
      Dweck mindset work
  • conceptualize their intellectual abilities as expandable rather than fixed
  • teaching students about stereotype threat.
  • By the age of 6, virtually everyone in our culture is aware of a variety of cultural stereotypes. Mere familiarity with their content is enough to bias people's perceptions and treatment of individuals from stereotyped groups (Devine, 1989).
  • It has long been known that stereotypes—the pictures in the head that simplify our thinking about other people—produce expectations about what people are like and how they will behave.
  • me research suggests a tendency for African Americans to be hyperaware of the negative expectations about their group and to considerably overestimate the extent
  • The very real possibility looms that they will confirm the stereotype's unflattering allegations of inferiority, in the eyes of others and perhaps in their own eyes as well.
  • stereotype places them in situations freighted with unnerving expectations
  • tereotype threat makes students anxious, which in turn can depress their performance on such challenging tasks as tests
  • 've come to believe that human intellectual performance is far more fragile than we customarily think; it can rise and fall depending on the social context.
  • onditions that threaten basic motives—such as our sense of competence, our feelings of belonging, and our trust in people around us—can dramatically influence our intellectual capacities and motivation. And stereotype threat appears to threaten all these things at once (Aronson & Steele, 2005).
  • n the experimental condition, we sought to reduce stereotype threat by removing the relevance of the stereotype. We told our test takers that we were not interested in using the test to measure their ability; we only wanted to use it to examine the psychology of verbal problem solving.
  • These studies shed considerable light on how stereotypes suppress the performance, motivation, and learning of students who have to contend with them, and they suggest what educators can do to help
  • e data from our studies strongly suggest that this extra motivation on the part of test takers reflects the desire to disprove the negative stereotype or, at least, to deflect it from being self-characteristic
  • fragility of intellectual performance.
  • Indeed, the research shows that students who are most vulnerable to stereotype threat are those who care the most and who are most deeply invested in high performance
  • Studies show similar effects for women on math tests, Latinos on verbal tests, and elderly individuals (who face the stereotype about poor memory) on tests of short-term memory
  • Students are vulnerable to stereotypes as early as 6th grade, an age when children become concerned with others' evaluations, comprehend that the world at large has negative expectations for certain groups, and form their notions about intellectual abilit
    • David Boxer
      David Boxer on 16 Oct 13
       
      "Frequency" question raised by Natalie R., individuals (and/or groups) more vulnerable to prejudice, negative stereotypes, and discrimination are more likely to a) become aware of ST earlier on; b) more likely be be vulnerable to the physiological responses; and c) depending on the cultural context, may have more situational cues that would affirm a stereotypical threat moment.
    • David Boxer
      David Boxer on 16 Oct 13
       
      One of the benefits of an "active learning" classroom, one designed to engage all students in problem solving independently and through collaborative-designed assessments is it ensures all learners are engaged in the work.  Even the students at the "top end" of the spectrum are afforded opportunities to teach and mentor fellow classmates.  It is designed to leverage study groups, which is one of the best predictors in success in higher-ed (Richard Light's "Making the Most of College: Students Speak Their Minds"). It helps create "growth mindset" cultures.  And most importantly, if implemented well, active learning's benefits include: 1) Failure rates are drastically reduced, especially for women and minorities 2) "At risk" students do better in later engineering statics classes (See: http://www.ncsu.edu/per/scaleup.html) How many of our classes, in particular in STEMx, leverage this model of teaching and learning?
    • David Boxer
      David Boxer on 16 Oct 13
       
      It is clear to me that there are numerous ways that interventions can be explicitly marshaled to mitigate the effects of stereotype threat such as changing situational cues, changing assessments from "high stakes" to "challenges," to specifically addressing the potential negative stereotypes that they may be producing underformance, to differentiating measurements for success,to looking at strategies and interventions that other educators have used and to creating "identity safe" (aka PRID) like classrooms.   (See: https://groups.diigo.com/group/stereotypethreat/search?what=intervention)
  • mmedit66 on 27 Sep 13
     
    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.
  • David Boxer on 16 Oct 13
     
    "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)
David Boxer

It's Not You, It's Stereotype Threat | The Duck Stops Here - 0 views

www.stanford.edu/...-not-you-its-stereotype-threat

Stereotype threat stanford blog mitigate strategies

shared by David Boxer on 25 Sep 13 - No Cached
  • David Boxer on 25 Sep 13
     
    How do I reduce the threat? "That's stereotype threat, and the chances are pretty good that being the only old lady in the class is going to hamper my ability to do my best on the exam, or even my ability to just focus well in lecture."
David Boxer

http://www.tiltfactor.org/wp-content/uploads2/buffaloteachersguide_20130812.pdf - 1 views

www.tiltfactor.org/...faloteachersguide_20130812.pdf

stereotype threat game stem intervention strategies growth mindset stereotypes identity implicit bias

shared by David Boxer on 16 Oct 13 - No Cached
  • David Boxer on 16 Oct 13
     
    Tiltfactor Laboratory's buffalo is a 20-minute card game for 2-8 players, ages 14 and older. It was created as part of a National Science Foundation-funded project to design and study games to combat implicit bias and stereotype threat against girls and women in science, technology, engineering, and math (STEM) fields.
David Boxer

Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping Sc... - 1 views

ccsr.uchicago.edu/...gnitive-factors-shaping-school

stereotype threat research growth mindset performance factors academic mindset

shared by David Boxer on 28 Oct 13 - No Cached
  • David Boxer on 28 Oct 13
     
    Read Chapter 1 and Chapter 5. "Teaching Adolescents To Become Learners summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies and social skills, and proposes a framework for thinking about how these factors interact to affect academic performance, and what the relationship is between noncognitive factors and classroom/school context, as well as the larger socio-cultural context. <br /> <br /> It examines whether there is substantial evidence that noncognitive factors matter for students' long‐term success, clarifying how and why these factors matter, determining if these factors are malleable and responsive to context, determining if they play a role in persistent racial/ethnic or gender gaps in academic achievement, and illuminating how educators might best support the development of important noncognitive factors within their schools and classrooms. <br /> <br /> The review suggests some promising levers for change at the classroom level, and challenges the notion that hard work and effort are character traits of individual students, instead suggesting that the amount of effort a student puts in to academic work can depend, in large part, on instructional and contextual factors in the classroom. <br /> <br /> In addition, the review also presents challenges for future research on noncognitive factors. "
mmedit66

Five stereotypes about poor families and education - 2 views

www.washingtonpost.com/...ut-poor-families-and-education

stereotype threat stereotype research

shared by mmedit66 on 14 Nov 13 - No Cached
  • mmedit66 on 14 Nov 13
     
    Here is an excerpt from a new book called "Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap," by Paul C. Gorski, associate professor of integrative studies at George Mason University. The book, which draws from years of research to analyze educational practices that undercut the achievement of low-income students, is part of the Multicultural Education Series of books edited by James A. Banks and published by Teachers College Columbia University.
David Boxer

Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping Sc... - 0 views

ccsr.uchicago.edu/...gnitive-factors-shaping-school

noncognitive stereotype threat research

shared by David Boxer on 07 Nov 15 - No Cached
  • David Boxer on 07 Nov 15
     
    "Teaching Adolescents To Become Learners" summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies and social skills. It examines whether there is substantial evidence that noncognitive factors matter for students' long-term success, clarifying how and why these factors matter, determining if these factors are malleable and responsive to context, determining if they play a role in persistent racial/ethnic or gender gaps in academic achievement, and illuminating how educators might best support the development of important noncognitive factors within their schools and classrooms. The review suggests some promising levers for change at the classroom level, as well as challenges for further research.
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