"Others believe that blacks constitute a community that is largely beyond intervention and that no amount of funding or special programs can fix what ails the perpetually troubled. An attendant assertion is that blacks who do achieve have outsmarted stereotype vulnerability and are outliers. Some say these blacks are exceptions and are successful because they embrace and actualize a white cultural-value system. These erroneous and insulting beliefs persist because they are buoyed by a constant recitation of negative statistics about blacks in the research literature and unrelentingly circulated in news accounts. Such wrongheaded assertions negate accurate and meaningful portrayals of black people. Mostly, they misdirect formulation of educational and social policy and skew funding priorities in education and elsewhere. Regrettably, Americans have been socialized by the scholarly and journalism communities to accept at face value negative data about blacks and been trained to be skeptical about and question any positive information about black people. This is so because little positive information of consequence about blacks is disseminated."

"As so many studies have demonstrated, success in math and the hard sciences, far from being a matter of gender, is almost entirely dependent on culture - a culture that teaches girls math isn't cool and no one will date them if they excel in physics; a culture in which professors rarely encourage their female students to continue on for advanced degrees; a culture in which success in graduate school is a matter of isolation, competition and ridiculously long hours in the lab; a culture in which female scientists are hired less frequently than men, earn less money and are allotted fewer resources. And yet, as I listened to these four young women laugh at the stereotypes and fears that had discouraged so many others, I was heartened that even these few had made it this far, that theirs will be the faces the next generation grows up imagining when they think of a female scientist."

"Stereotype threat-performance-crippling fear of being judged based on cultural stereotypes-that often proves a heavy burden. Being an outsider, a Mexican woman in a mostly white business world, 'is always in the back of my head,' she says. 'I wonder, Am I not being heard because of who I am and how I am speaking? Am I being overlooked?"

"Dartmouth Athletic Director Harry Sheehy, who appears twice in the video, is pleased that both current and former Dartmouth student-athletes are taking a stand against prejudice and intolerance. "We're very proud of the role that former Dartmouth athletes like Andrew Goldstein and Tanner Glass have played in raising the visibility of this issue, and this video gives our current student-athletes and staff a chance to voice our own strong support," he says. "As we watched the other videos and got to thinking about it, there are so many things student-athletes deal with," says Mark Hudak. "Some of it is sexual orientation, but there are also eating disorders, race, and religion, the list goes on and on. We didn't want to limit it to one thing." Student-athletes, coaches, and administrators quickly volunteered to appear in the video, speaking lines such as, "The color of your skin does matter. Your sexual orientation does matter. Your religious faith does matter, and so does your ethnicity.  They all matter to me because you're on my team.""

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."

Kray, et. al. explore stereotype threat in organizational contexts and focus on four domains: leadership, negotiations, entrepreneurship, and competitiveness. Interventions to reduce stereotype threat include: stereotype management, which includes acknowledging stereotypes; hiring and training; and organization cultural, including both fosters identity safety and valuing effort.

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

SHIELDING STUDENTS FROM STEREOTYPE THREAT A G U I D E F O R T E AC H E R S Shielding Students from Stereotype Threat: A Guide for Teachers

Empirically Validated Strategies to Reduce Stereotype Threat

What could you do for an hour in the first year of college that would improve minority students' grades over the next three years, reduce the racial achievement gap by half and, years later, make students happier and healthier? The answer, Stanford psychologists suggest, involves an exercise to help make students feel confident they belong in college.

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.

"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."

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? "

Social factors can have a powerful influence on intelligence.