Examining the effects of stereotype threat on test-taking behaviors

Abstract

This study examines the relationship between stereotype threat and individual test-taking behaviors. Previous research has examined the impact of stereotype threat on test scores, but little research has examined the impact of stereotype threat on the test-taking behaviors impacting those scores. Using a pre-post experimental design, stereotype threat was manipulated and test-taking behaviors (e.g., time spent per item, response changes) were measured while completing verbal ability items before and after the manipulation. The results indicated that stereotype threat minimally impacted time-related test-taking behaviors, but did impact behaviors related to response changes. Implications of the findings are discussed.

The Benefit of a Switch: Answer‐Changing on Multiple‐Choice Exams by First‐Year Dental Students

“…19 Test-taking strategies appear to have no impact on answer-changing behaviors, either the number of answers changed or the gain or loss from the changes. 15,20,22 Some students have reported that they may have utilized a different test-taking strategy, rereading all exam questions versus rereading only the questions they were unsure of, for exams with limited time. 15 Cognitive styles, such as field dependence/independence, which measures for impulsivity and reflectivity, do not have an association with answer-changing behaviors.…”

The Threat of Living Up to Expectations

“…Behavioral variables such as test-taking skills are also affected by negative stereotypes. Test-taking skills include a variety of factors such as test-wiseness, memory, and time management on exams (Scherbaum, Blanshetyn, Marshall-Wolp, Mccue, & Strauss, 2011). Scherbaum et al (2011) examined how stereotype threat can differentially influence the test-taking behaviors of students of color.…”

“…Test-taking skills include a variety of factors such as test-wiseness, memory, and time management on exams (Scherbaum, Blanshetyn, Marshall-Wolp, Mccue, & Strauss, 2011). Scherbaum et al (2011) examined how stereotype threat can differentially influence the test-taking behaviors of students of color. The authors evaluated the impact of stereotype threat on time management (e.g., amount of time spent on each question) and response choice behaviors (e.g., changing answers).…”

“…In the case of African American test takers presented with high stereotype threat situations, the group completed fewer exam questions than other test takers, and did so less accurately (Scherbaum et al, 2011). African American students in high-threat situations tended to complete fewer items than other African American students in low-threat situations and White students in either situation.…”

“…African American students in high-threat situations tended to complete fewer items than other African American students in low-threat situations and White students in either situation. Also, African American students in high-threat situations tended to re-read items more than other participants (Scherbaum et al, 2011). Geen (1991) revealed that students experience reduced accuracy and speed and greater caution in situations of critical evaluation.…”