Many studies, come to an assumption that genetics or cultural differences cause some students to do poorly on academic tests and academic performances. But now it is clear that negative stereotypes raise more doubts and high pressure anxieties in test taker's mind, which results in "stereotype threat." According to psychologists Claude Steele, Steven Spencer, and Joshua Aronson, even passing reminders about a person belonging to one group or another, such as group stereotyping, can cause trouble with test performance. They have examined group stereotypes that can threaten how students evaluate themselves, which then changes their academic identity and performance. Claude Steele and Joshua Aronson gave black and white college students tests that included difficult items from verbal Graduate Record Exam. Then they told students in this stereotype condition, that the test diagnosed intellectual ability, which basically saying that Blacks are less intelligent than Whites. In the non stereotype condition, the researchers told students that the test was problem solving and had nothing to do with their abilities. In the first stereotype research, Blacks performed poorly on the test than the Whites. In the non stereotype research, Blacks performance was the same as Whites.
Many studies, come to an assumption that genetics or cultural differences cause some students to do poorly on academic tests and academic performances. But now it is clear that negative stereotypes raise more doubts and high pressure anxieties in test taker's mind, which results in "stereotype threat." According to psychologists Claude Steele, Steven Spencer, and Joshua Aronson, even passing reminders about a person belonging to one group or another, such as group stereotyping, can cause trouble with test performance. They have examined group stereotypes that can threaten how students evaluate themselves, which then changes their academic identity and performance. Claude Steele and Joshua Aronson gave black and white college students tests that included difficult items from verbal Graduate Record Exam. Then they told students in this stereotype condition, that the test diagnosed intellectual ability, which basically saying that Blacks are less intelligent than Whites. In the non stereotype condition, the researchers told students that the test was problem solving and had nothing to do with their abilities. In the first stereotype research, Blacks performed poorly on the test than the Whites. In the non stereotype research, Blacks performance was the same as Whites.