REDUCING STEREOTYPE THREAT IN THE CLASSROOM - Todd K. Platts & Kim Hoosier

Oct 15, 2026

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This brief pedagogical essay for social science classrooms outlines practical approaches to reduce stereotype threat and mitigate its effects on racial achievement. It discusses task reframing, positive affirmation practices, providing constructive criticism, and incorporating marginalized groups into course content. It also offers strategies teachers and students can use to address stereotype threat directly, while arguing that it should be treated as a structural problem requiring structural solutions.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Stereotype threat definition

How stereotype threat affects performance

Inquiry: The Journal of the Virginia Community Colleges | Volume 23 Number 1 | Article 6 | | --- | --- | | 8-1-2020
Reducing Stereotype Threat in the Classroom
Todd K. Platts
Piedmont Virginia Community College, [tplatts@pvcc.edu](tplatts@pvcc.edu)[ ](tplatts@pvcc.edu)Kim Hoosier
Piedmont Virginia Community College, [khoosier@pvcc.edu](khoosier@pvcc.edu)
Follow this and additional works at: [https://commons.vccs.edu/inquiry](https://commons.vccs.edu/inquiry)
Part of the Psychology Commons, Social Work Commons, and the Sociology Commons | | Recommended Citation Platts, T. K., & Hoosier, K. (2020) . Reducing Stereotype Threat in the Classroom. Inquiry: The Journal of the Virginia Community Colleges, 23 (1) . Retrieved from [https://commons.vccs.edu/inquiry/vol23/iss1/6](https://commons.vccs.edu/inquiry/vol23/iss1/6) This Article is brought to you for free and open access by Digital Commons @ VCCS. It has been accepted for inclusion in Inquiry: The Journal of the Virginia Community Colleges by an authorized editor of Digital Commons @ VCCS. For more information, please contact [tcassidy@vccs.edu](tcassidy@vccs.edu). REDUCING STEREOTYPE THREAT IN THE CLASSROOM TODD K. PLATTS & KIM HOOSIER ABSTRACT This brief pedagogical essay, focusing on social science classrooms, provides fellow instructors with practical strategies and advice in reducing the presence of stereotype threat in their classrooms. Techniques of task reframing, practices of positive affirmation, the providing of constructive criticism, the incorporation of marginalized groups into course content, and suggestions for meeting stereotype threat head-on are discussed as are some strategies students can adopt themselves. While the methods of stereotype threat reduction addressed in this essay can help curtail some of the negative impacts of racism’s micro-level forces, stereotype threat must also be considered a structural problem that requires structural solutions. INTRODUCTION Academic underperformance among racial and ethnic minorities remains a welldocumented and stubborn feature of American higher education (Zirkel, 2008; Harris, 2010 ; Merolla & Jackson, 2019) . The issue is of particular relevance for community colleges as 52% of Hispanic and 42% of African American undergraduates are students at two-year institutions (Community College Research Center, n.d.) . As well, graduation rates at two-year colleges lag behind those of four-year institutions, particularly for minority student populations (National Center for Education Statistics, 2020) . While structural factors such as racialized economic inequality and poor prior schooling significantly contribute to this trend, and, therefore, cannot be minimized in the fight for racial justice (Zirkel, 2008; Hughey, 2015; Kozol, 2012 ; Merolla & Jackson, 2019), this brief pedagogical essay focuses on another contributing factor to minority Published by Digital Commons @ VCCS, 2020 1 underperformance in colleges and universities: professors’ unwitting (re)production of racism’s micro-level processes, specifically the phenomenon of stereotype threat. Throughout the following paragraphs, various strategies of stereotype threat reduction are discussed – strategies that when combined can reduce the racial achievement in students. Before discussing these strategies, however, the stage will be set by briefly explaining the concept of stereotype threat for those unfamiliar with it. Stereotype threat has been defined as,“a situational predicament in which individuals are at risk, by dint oftheir actions or behaviors, of confirming negative stereotypes about their group”(Inzlicht & Schmader, 2011, p. 5) . Analogous definitions include a “situation in which there is a negative stereotype about a person’s group, and he or she is concerned about being judged or treated negatively on the basis of this stereotype”(Spencer, Logel, & Davies, 2016, p. 416); “a concern that one might inadver

FAQs

What strategies does the essay recommend to reduce stereotype threat in classrooms?

The essay recommends task reframing, positive affirmation practices, providing constructive criticism, incorporating marginalized groups into course content, and guidance for addressing stereotype threat directly.

How does stereotype threat influence students’ academic performance?

Stereotype threat distracts attention from the task, creates psychological unease, and can lead to underperformance in specific tasks, reinforcing a self-fulfilling prophecy.

Is stereotype threat only a concern for students who believe in stereotypes?

No. The essay notes that anyone can be affected by stereotype threat, even members of otherwise privileged groups, as awareness of the stereotype can be sufficient.

Oct 15, 2026

Upload by Finn