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Stereotype Threat Theory And Its Impact On Social Roles

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George Herbert Mead symbolic interactionism theory helps explain the process of interactions and how interactions form meanings for individuals (Ferris & Stein). Sociologist Erving Goffman also pointed out that our clothing, speech, gestures, friends, and activities provide information about our socioeconomic status (Ferris & Stein, 2016). Through a symbolic interactionism perspective, people are often quick to judge a person’s social status based on their appearance Ferris & Stein, 2016). Sociologist David Sudnow, explains that we often make “split second judgments about who people are and which social status they occupy based on appearance” (Ferris, Stein, 2016, p 191). These quick judgments can affect your educational opportunities; an article …show more content…

“Colorism, the favoring of light complexion over dark complexion, has traditionally been important to the everyday lives of racial minorities in the United States” (Ryabov, 2016, p 1). “Regardless of the origins of colorism, dark skin tone became associated with cultural backwardness and low social class” (Ryabov, 2016, p 2). Thus being stated is showing that a person’s skin tone and social class can put them at a disadvantaged and can find themselves being stereotyped. Stereotype threat theory is helping explain the academic underperformance of minority students (Ryabov, 2016). “Years of research have provided clear evidence that teacher expectations serve as one of the mechanisms through which negative stereotypes are internalized” (Ryabov, 2016, p 4). The article is providing more evidence that lowered expectations for ethnic minority groups is negatively influencing their performance and achievement in school (Ryabov, 2016). Ryabov hypothesized a negative association between the darkness of skin and educational attainment. Results show that people of a darker skin tone were less likely to complete high school and to transition to college due to stereotyping from teachers (Ryabov,

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The self-fulfilling prophecy is a concept that I have always found fascinating. It is difficult to understand how the expectations of others can have such an influence in one’s performance at work or school, but there are numerous researches that indicate a relationship between teachers’ expectations and their students’ performance. Teachers’ expectations are not the only source of influence in students’ performance. In the Independent Lens film American Denial, first aired by Public Broadcasting Service (PBS) on February 23, 2015, the authors explain how stereotypes have a strong impact in education.

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Within the novel, “The Outsiders”, written by S.E Hinton, it conveys the rivalry between the two gangs, the Socs and the Greasers. They constantly encounter conflict since the Socs are wealthy, living on the West side of town unlike the Greasers who are lower class, living on the opposite side of town. Each gang consists of multiple members, however, for the Greasers, particularly one member stands out from the crowd, Sodapop. His personality reveals that he is someone who endlessly provides comfort while keeping the peace but still maintaining a happy-go-lucky attitude.

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Stereotype threat is the fear of confirming a stereotype that has to do with your identity. In Steele’s book, he writes that these threats effect even the advantaged groups. He writes about a white student named Ted McDougal in an African American political science class with primarily black people in it. (85&86) This threat caused him to be hesitant with his thoughts and questions while also feeling excluded from the group.

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Historically, certain racial groups have faced systemic discrimination in education, which has resulted in unequal access to resources and opportunities. For example, Black and Hispanic students are more likely to attend underfunded schools and they also face higher rates of disciplinary actions, such as suspensions and expulsions, which can negatively impact their academic progress and mental health. For example in “Pigeons” by Eileen Pollack she states “Pablo Rodriguez, whose parents were migrant farmers and who, in sixth grade could barely read or write or the Buck Brothers, Phil and Gregory, who seemed to get punished for no other reason than being a large and male and black”(Pollack 118). This statement shows how big of a role being born into a certain race impacts the educational opportunities a child can receive in life. As Well as the discrimination a student can face by just being a different race in the text the Buck brothers were seemingly just punished because they were and had different color skin for the rest of the students and this is seen today in school systems where students are mistreated just by how they look.

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According to another author from Business NH Magazine, Brenda Lett, she states “We are held back, and hold ourselves back, by deciding not to work collectively to address the lie of superiority and inferiority based on skin color.” (Mowry 61). Students race matters. If people did not notice about their race, is like pretending not to see the consequences for this students. They knew that they are “the other” before they were called “the other”.

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Johnson’s role in the civil rights was highly significant because he played an important role in convincing congress to act, but it was the civil rights campaigns and not the Presidents that kept the issue of radical justice on the political agenda. This meant that Johnson’s role in civil rights was significant because he did more than any president before him and to add to that he was the President who masterminded the Civil Rights Act of 1964, which was the greatest advancement in black rights since the end of slavery in 1863.This demonstrates that Johnson’s role was significant because he had done so many thing for the civil rights for example he pushed through this long awaiting legislation on the back of the national mourning at the assassination of President Kennedy. Overall, Johnson’s role in the civil rights was significant as he was the most radical of the Presidents, as he worked with civil rights campaigners to bring about change.

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According to Joshua Aronson in his article “The Threat of Stereotype”, one of the reasons that minorities sometimes do worse is because of the stereotype threat. The stereotype threat can be summed up as if you constantly hear you are worse at something, even if it is because the color of your

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Beyond this many teachers gave poorer evaluations of students due to their race or ethnicity (Egalite et al.). By having more racially diverse teachers we can help students achieve and pursue success. Integrating this diversity is also important for white students because it allows the students to understand and value equal and fair opportunities for themselves and their peers. These pieces of evidence support that students' test scores are positively skewed when a teacher shares the same race and culture with the student. While test scores are important they are not

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Racial stereotyping is like giving a person a bad character from Star Wars to be, for example, Jar Jar Binks, and we can all agree that it sucks. But Asian Stereotypes are just the worst because if you’re Asian, you know it will feel like someone is making you Jabba the Hutt which feels pretty bad. Asian Stereotypes freaking suck you know why? Stereotype threat (or even racial stereotypes), a term coined by Stanford Professor Claude Steele, occurs when individuals whose group is targeted by negative stereotypes try to excel at tasks that are related to the stereotype. In these situations, simply knowing that there is a stereotype against them can lead individuals to actually perform more poorly on the task than they otherwise would.

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In Unequal Opportunity: Race and Education “Race could make or break a student's education, because teachers are less likely to understand a student's learning style, teachers are to blame the students if teachings are not working.” (Linda Darling-Hammond). “Robert Dreeben at University of Chicago did a research on, 300 Chicago first graders African-American and white students who achieved comparable levels on reading skills.” (Linda Darling-Hammond) The results of the test is comparable but the African American students wasn’t given the same level, the white students test was on level and the black student's test was below level.

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Stereotype Threat on College Campus To most of the Americans, education has a pivotal role in improving social mobility. It allows everyone, regardless of race, ethnicity, background, to access equal ability and opportunity to succeed. However, it is really the case when our campus is full of stereotype threat? According to Whistling Vivaldi by Claude Steele, stereotype threat is the pressure or risk of conforming to negative stereotypes related to one’s identity. Distracted by the threat, we would perform much weaker in class, and choose to live on a much limiting life unconsciously.

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Many supporters of race-conscious admissions argue that without considering race as a factor, many groups of underrepresented minorities won’t have the chance to continue onto higher education because of their lack of resources, as compared to the wealthy and privileged white applicants. However, this is based on stereotypes. In “The Atlantic” article, “The Affirmative Action That Colleges Really Need”, the author states, “The current framework of race-based preferences…disproportionately helps upper-middle-class students of color, and pits working-class people of different races against one another…Research by the economist Raj Chetty shows that…Seventy-one percent of Black, Latino, and Native American students at Harvard come from college-educated homes with incomes above the national median; such students are in roughly the most advantaged fifth of families of their own race,” (Kahlenberg). What this shows is that in reality, there are families that come from underrepresented backgrounds who are still just as privileged because of their social class. Stereotypes create flaws in the system by giving minority students the boost they do not need instead of giving it to the lower class students that actually do, which includes minorities and the majorities alike.

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41). Subsequently, effective educators must acknowledge that different groups are treated differently on campus (2009). In acknowledging this differential treatment, educators must accept the responsibility to promote engagement of minority students and their success, which is the first step to race-conscious engagement practices (2009). In my practice, minorities have described to me instances in which faculty members have mistreated them based on comparisons to the treatment of their white counterparts. Jackson and Winfield (2014) also found that minorities were treated unfairly in the STEM disciplines.

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According to Voight’s, Hanson’s, O’Malley’s, and Adekanye’s study, many black children reported of having less favorable relationship between their white instructors compared to white students, while black and hispanic instructors tend to have a steady report of positive relationship and attitude with their students from all races (Voight, Hanson, O’Malley, Adekanye, 2015). Moreover, in a sample from the Texas school districts, districts with more Hispanic and Black teachers have better success in their students’ academic performance for all races, compared to districts that have a larger number of white instructors (Voight, Hanson, O’Malley, Adekanye, 2015). This goes back to the discrepancies in a student-teacher relationship when both parties do not share the same understanding of each other’s background and cultures. The rift in the relationship is mended when a mutual understanding manifests between the two. Hispanic and Black instructors already have a similar background with the current students, which makes their attitude towards these groups more sympathetics and understanding compared to a white teacher who may had the mainstream

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This particular research article , written by Joshua Aronson, Carrie B. Fried, and Catherine Good, titled Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence (2002) focuses on the issue of academic underachievement among African American students as compared to their Caucasian peers. The research that has been conducted in this particular area suggests that the influence of negative stereotypes known as the “stereotype threat” plays a significant role in impeding the intellectual capabilities of African American students. The “stereotype threat” as described in the literature review of this article describes the anxiety that African American students face in schools about living

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