Stereotype Threat and the Standardized Testing Experiences of African American Children at an Urban Elementary School

Measuring Social Support and School Belonging in Black/African American and White Children

“…Strambler and Weinstein (2010), for example, found that students who reported higher perceived teacher caring, one form of social support, also reported lower academic devaluing, an established indicator of identity conflict triggered by stereotype threat (Steele, 1997). Similarly, Wasserberg (2009) concluded that supportive teacher-student relationships may buffer against stereotype threat, although this conclusion was not empirically tested in his study. Syed, Azmitia, and Cooper (2011) noted the important but often overlooked role that family support may play in the academic success of ethnic minority and immigrant students, recognizing that families of color and immigrant families may use ''invisible'' strategies to promote academic achievement that differ from traditional forms of family engagement recognized by schools.…”

Listen. I have Something to Say! A Critical Inquiry into the Educational and Socio-cultural Context of African-American Male Student Achievement in an Urban School Setting

“…Schools were not mentioned directly but have and continue to play a role in student academic failure. Wasserberg (2009) suggests that research is necessary to examine the relationship between stereotype threat and school climate at the elementary and secondary levels. Stereotype threat (Steele & Aronson, 1995) asserts that the stereotype of being African-American and male can seriously alter academic achievement and motivation for these students due to the risk of confirming the stereotype.…”