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Building Non-Judgmental Races<br />By<br />Andre Smith<br />
Consequences of Judging the Race Based on Race<br />Decreased Performance<br />Self Handicapping and Devaluing of Domains<...
DecreasedPerformance<br />Research suggests individuals under stereotype threat experience a decrease in performance in ph...
Self Handicapping and Devaluing of Domains<br />Under stereotype threat individuals erect barriers to provide attributions...
The Altering of Individual Identities and Aspirations<br />ST and an emphasis on stereotypical attributes affect the perce...
Judge The Race, Not Races.<br />When an audience or referee dictates a race based on appearance or past, he may decrease t...
What Can be Done to Reduce Stereotype Threat?<br />De –emphasize threatened social identities<br />Emphasize high standard...
De-Emphasize Threatened Social Identities<br />Move standard demographic inquires to the end of standardized tests.<br />E...
Emphasize High Standards with assurance of capabilities<br />Nature of feedback has been suggested to affect student motiv...
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Building Non-Judgemental Races

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How to beat racial stereotypes

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Building Non-Judgemental Races

  1. 1. Building Non-Judgmental Races<br />By<br />Andre Smith<br />
  2. 2. Consequences of Judging the Race Based on Race<br />Decreased Performance<br />Self Handicapping and Devaluing of Domains<br />Increases chances of altered identity and aspirations<br />
  3. 3. DecreasedPerformance<br />Research suggests individuals under stereotype threat experience a decrease in performance in physical and cognitive domains.<br />Most studies done in academic setting<br />“Culture free” tasks have also been studied, which eliminates bias in measures.<br />Research also suggest ST affects groups and domains such as whites and athletics, women and athletics, women and driving.<br />Anxiety, physiological arousal, and cognitive capacity are all factors that are heightened under ST. These are believed to have some affect an individual’s vulnerability to ST.<br />
  4. 4. Self Handicapping and Devaluing of Domains<br />Under stereotype threat individuals erect barriers to provide attributions for failure.<br />Research suggests self-handicapping leads to less preparation and effort when under ST.<br />White athletes practiced tasks of “natural athletic ability” less than when under no threat. African Americans and women taking a math test made a priori excuses to account for possible failure.<br />Influenced by ST individuals may begin to question validity of tests or importance of tasks.<br />
  5. 5. The Altering of Individual Identities and Aspirations<br />ST and an emphasis on stereotypical attributes affect the perceived sense of belonging in a field.<br />Undergraduate women who reported higher levels of sex discrimination and stereotype threat were more likely to change their major than women whose fields were not dominated by men.<br />Research suggests women’s exposure to television advertisements endorsing women’s stereotypes, led to a decrease in women pursuing leadership roles, and careers that embraced quantitative skills.<br />
  6. 6. Judge The Race, Not Races.<br />When an audience or referee dictates a race based on appearance or past, he may decrease the performance of some runners, provoke them to devalue the race, or permanently alter identity and capability of the runners ultimately affecting the outcome of the race. Judge the race, not race. How can we help to protect performance from Stereotype Threat?<br />
  7. 7. What Can be Done to Reduce Stereotype Threat?<br />De –emphasize threatened social identities<br />Emphasize high standards about capabilities with assurances for meeting those capabilities<br />Emphasize incremental view of intelligence<br />
  8. 8. De-Emphasize Threatened Social Identities<br />Move standard demographic inquires to the end of standardized tests.<br />Encourage individuals to think of themselves in ways that reduce threatened group identity<br />Cohen, Steele and Ross (1999) determined that stereotype threat could be eliminated, motivation and DI can be increased by “wise mentoring”.<br />
  9. 9. Emphasize High Standards with assurance of capabilities<br />Nature of feedback has been suggested to affect student motivation, perceived bias, and domain identification. Especially on tasks that entail potential confirmation of group stereotypes.<br />Signals students will not be judged stereotypically, however their abilities and “belonging” are assumed rather than questioned.<br />Emphasize an incremental view of intelligence<br />Theorists are concerned with the messages and outcomes of those who view intelligence as a fixed attribute. When facing challenges they tend to demonstrate lower focus and task avoidance.<br />Incremental theorists tend to exert more effort in learning abilities, and work to overcome obstacles. <br />

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