C. M. Steele and J. Aronson (1995) showed that making race salient when taking a difficult test affected the performance of high-ability African American students, a phenomenon they termed stereotype threat. The authors document that this research is widely misinterpreted in both popular and scholarly publications as showing that eliminating stereotype threat eliminates the African American-White difference in test performance. In fact, scores were statistically adjusted for differences in students' prior SAT performance, and thus, Steele and Aronson's findings actually showed that absent stereotype threat, the two groups differ to the degree that would be expected based on differences in prior SAT scores. The authors caution against interpreting the Steele and Aronson experiment as evidence that stereotype threat is the primary cause of African American-White differences in test performance.

To examine the generalizability of stereotype threat theory findings from laboratory to applied settings, the authors developed models of the pattern of relationships between cognitive test scores and outcome criteria that would be expected if the test scores of women and minority group members were affected by stereotype threat. Two large data sets were used to test these models, one in an education setting examining SAT-grade relationships by race and gender and the other in a military job setting examining Armed Services Vocational Aptitude Battery-job performance relationships by race. Findings were not supportive of the predictions arising from stereotype threat theory, suggesting caution in positing threat as a key determinant of subgroup mean test score differences in applied settings.

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Deflecting the trajectory and changing the narrative: How selfaffirmation affects academic performance and motivation under identity threat.

Limited Print and Electronic Distribution RightsThis document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org For more information on this publication, visit www.rand.org/t/RR1340z1

Prepared for the Office of the Secretary of DefenseApproved for public release; distribution unlimited NATIONAL DEFENSE RESEARCH INSTITUTE Limited Print and Electronic Distribution RightsThis document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.html.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest.RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org For more information on this publication, visit www.rand.org/t/TL160-1Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2017 RAND CorporationR® is a registered trademark.iii PrefaceVeterans have a great deal to offer to potential civilian employers, including valuable nontechnical skills, such as leadership, decisionmaking, being dependable, and attention to detail. However, for civilian employers, understanding the nontechnical skills veterans have developed through military training, education, and on-the-job experience can be challenging, because military and civilian workplace cultures and languages can seem radically different from one another. To help address this issue, the Office of the Under Secretary of Defense for Personnel and Readiness asked the RAND Corporation to develop prototype tools to translate the valued nontechnical skills that enlisted personnel acquire during military service into civilian terms. This report documents one of the prototype tools, a prototype toolkit for use by civilian employers.In this toolkit, we describe how 19 general skills, important to civilian job success, are developed through on-the-job experience and selected formal military education courses for enlisted personnel in the Army and Marine Corps in selected combat arms occupations. The methodology used to develop the prototype toolkit is detailed in a separate report (available at www.rand.org/t/RR1919). Further, a high-level summary of this toolkit for employers is also available in a separate handout (www.rand.org/t/TL160z5).This prototype toolkit is intended as a packet of materials that can help employers better understand the important general civilian job-related skills that veterans may develop through on-the-job experience and formal courses. The packet begins with a letter from the Office of the...