Studies have shown that stimulating positive stereotypes leads to improved skills and boosted academic performance. One particular study found stereotypes can boost or hurt performance based on the stereotype activated. The study focused on triggering different stereotypes in Asian American women and seeing how the different stereotypes affected performance. Stereotypical qualities of Asian American include strong quantitative attributes and poor verbal skills. When the women’s Asian identity was asserted, the women scored higher on a math test (Shih 117). Ultimately, not all stereotypes affect education negatively. Positive stereotypes enhance academic performance simply based upon the stereotypical group a student becomes involved in. Throughout Kory Williamson’s nine years of teaching high school students, Williamson has seen students belonging to positive educational stereotypes have boosted academic performance. Students feel pushed by the clique to achieve more academically. The clique members are expected to place an emphasis on education. As a result, clique members have boosted academic performance (Williamson). On one hand, positive stereotypes clearly lead to improved skills and advanced academic performance. But on the other hand, negative stereotypes impact a student’s education and test scores. The effects of negative stereotypes cannot be overlooked. Many students
Studies have shown that stimulating positive stereotypes leads to improved skills and boosted academic performance. One particular study found stereotypes can boost or hurt performance based on the stereotype activated. The study focused on triggering different stereotypes in Asian American women and seeing how the different stereotypes affected performance. Stereotypical qualities of Asian American include strong quantitative attributes and poor verbal skills. When the women’s Asian identity was asserted, the women scored higher on a math test (Shih 117). Ultimately, not all stereotypes affect education negatively. Positive stereotypes enhance academic performance simply based upon the stereotypical group a student becomes involved in. Throughout Kory Williamson’s nine years of teaching high school students, Williamson has seen students belonging to positive educational stereotypes have boosted academic performance. Students feel pushed by the clique to achieve more academically. The clique members are expected to place an emphasis on education. As a result, clique members have boosted academic performance (Williamson). On one hand, positive stereotypes clearly lead to improved skills and advanced academic performance. But on the other hand, negative stereotypes impact a student’s education and test scores. The effects of negative stereotypes cannot be overlooked. Many students