A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals with Specific Learning Disabilities

Abstract

Exposure to stigma and stereotype threat has shown detrimental effects on psychological and academic outcomes in numerous marginalized groups. Research has demonstrated that individuals with specific learning disabilities (SLDs) are vulnerable to stigmatization because of their SLDs. The purpose of this quantitative meta-analysis is to provide an estimation of the overall relationship between SLD-related stigma and psychological and academic outcomes in individuals with SLDs, as well as examine the overall effect size of SLD-related stereotype threat across studies. A total of seven effect sizes examining SLD stigma and psychological adjustment, two effect sizes examining SLD stigma and academic outcomes, and six effect sizes examining SLD stereotype threat across 13 studies were analyzed. Meta-analytic findings revealed that greater SLD stigma scores had a medium-sized and significant correlation with less optimal psychological adjustment (r=-.39, k=7, p<.0001). SLD stigma showed a weak association with academic outcomes (r=-.06, k=2, p=.59). The estimated mean effect size of stereotype threat manipulations in individuals with SLDs was g=0.49 (k=6, p<.030), reflecting a medium effect and overall poorer performance-related outcomes in conditions of high stereotype threat. Given the small number of studies, moderator analyses were unable to be performed and evidence for publication bias is equivocal. These findings highlight the need for more research on SLD-related stigma and stereotype threat, and suggest that these negative experiences be a target of intervention and support efforts for individuals with SLDs.

Reframing neurodiversity in engineering education

“…Despite the legal protections provided by the Americans with Disabilities Act (ADA), many neurodiverse students report experiencing discrimination and negative messaging from faculty; some are discouraged from pursuing their chosen field or using their accommodations (Ehlinger and Ropers, 2020). The stigma and stereotype threat associated with these labels not only leaves many neurodiverse students without the accommodations that may facilitate their learning, but may also negatively impact psychological wellbeing (for example, increased anxiety and depression symptoms) and academic performance (Haft and Hoeft, 2021). Ultimately, the disabilitybased approach may have the unintended consequence of impeding their academic success, professional advancement, and personal fulfillment.…”

“…Unwanted side effects of the existence of disability offices are that they may result in further marginalization and stigmatization of neurodiverse students who, in self-identifying as disabled, must mark themselves as different (Haft and Hoeft, 2021) and in complacency on the side of faculty and administrators who often simply follow the direction of the disability office's accommodations letter without further dialogue with the student or investigation of pedagogy that might better support student learning (Bettencourt et al, 2018). In the current model, instructors are only cognizant of the need to provide accommodations to students through a process that involves the separation of the students from their cohort, generally with little interaction or other forms of support provided by the instructor.…”

Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth

“…Thus, in considering stereotype threat/lift effects on students it is important to consider students multiple, intersecting aspects of identity (Tine & Gotlieb, 2013). Reading-relevant stereotype threat/lift effects have been studied extensively for the last quarter of a century (Steele, 2011; Steele & Aronson, 1995), although more work on stereotype threat/lift effects for students with dyslexia is still needed (Haft, Chen et al, 2021). Stereotype threat/lift is one of the few points of intersection that currently exists in the literature around reading skill and social-emotional experiences.…”

Tecnologias Educacionais Estereotipadas: Um desafio a ser enfrentado

“…Conhecendo a necessidade de aprendizagem, além da proporcionalidade e benefícios provocados pela inserção de tecnologias educacionais para promoção da aprendizagem, estudos na literatura apresentam fatores que possam desencadear um efeito reverso em mediadores cognitivos, comportamentais ou afetivos Pennington et al ( 2016 Para o processo de extração dos trabalhos base desta pesquisa, foi conduzida uma Revisão Sistemática, seguindo o protocolo proposto por Kitchenham (2004), para identificar, avaliar, interpretar, sintetizar e compreender o tema de Ameaça de Estereótipo inserido em Tecnologias Educacionais. Tais estudos formaram a base de construção conceitual para o direcionamento futuro da pesquisa, bem como os desafios encontrados na área da pesquisa, visto que, os efeitos proporcionados pela ameaça de estereótipos em tecnologias educacionais tornam-se difíceis do ponto de vista de soluções existentes para mitigar ou até mesmo compreender e explicar de forma eficiente estes problemas gerados por tal dimensão de estudo, uma vez que a maioria destes estudos agregam diversos níveis de estudo, como pode ser observado em diversas meta-análises que consideram categorias como gênero Picho et al (2013); Doyle & Voyer (2016); Flore & Wicherts (2015); Seo & kyung Lee (2021), raça/etnia Nadler & Clark (2011); Tine & Gotlieb (2013), nível socioeconômico Tine & Gotlieb (2013), pessoas com deficiência Haft & Hoeft (2021), idade Lamont et al (2015); Manzi et al (2021), mas também em como mitigar os efeitos da ameaça dos estereótipos Liu et al (2021).…”