paragraph on overcoming stereotypes in your word
Answers
Education is intended to be a great equalizer, one that provides everyone with the resources that they need to be successful. Unfortunately, there’s plenty of evidence suggesting that it might not be as equalizing as many would like. There are still academic achievement gaps, for example between men and women and between European Americans and African Americans1,2. These performance gaps can’t be entirely explained by differences in background experience. Instead, the stereotypes that students have internalized likely play a significant role.
One pivotal study by Steven Spencer, Claude Steele, and Diane Quinn10, for example, found that simply telling women that men do better on a particular math test results in worse performance, a phenomenon referred to as “stereotype threat”. Another study found that just telling a black athlete that a golf task was a test of “sports intelligence” significantly decreased his performance11. Countless studies since have replicated these findings for everything from working memory capacity to test anxiety to high blood pressure. When people expect that they should have some flaw or difficulty, the expectation becomes a self-fulfilling prophecy.
Studies have also found that teacher expectations can have a significant impact on student performance. For example, a series of influential studies from the 1960’s showed that after teachers were told that randomly selected students were about to experience an “intellectual boom,” those students experienced major improvements in their performance, even though nothing had changed aside from their teacher’s opinion of them12. Subtle features of the environment can shape students’ behavior and self-perception, so it’s essential that we identify ways to minimize stereotype threat in the classroom.
Answer:
àñß
Education is intended to be a great equalizer, one that provides everyone with the resources that they need to be successful. Unfortunately, there’s plenty of evidence suggesting that it might not be as equalizing as many would like. There are still academic achievement gaps, for example between men and women and between European Americans and African Americans1,2. These performance gaps can’t be entirely explained by differences in background experience. Instead, the stereotypes that students have internalized likely play a significant role.
Education is intended to be a great equalizer, one that provides everyone with the resources that they need to be successful. Unfortunately, there’s plenty of evidence suggesting that it might not be as equalizing as many would like. There are still academic achievement gaps, for example between men and women and between European Americans and African Americans1,2. These performance gaps can’t be entirely explained by differences in background experience. Instead, the stereotypes that students have internalized likely play a significant role.One pivotal study by Steven Spencer, Claude Steele, and Diane Quinn10, for example, found that simply telling women that men do better on a particular math test results in worse performance, a phenomenon referred to as “stereotype threat”. Another study found that just telling a black athlete that a golf task was a test of “sports intelligence” significantly decreased his performance11. Countless studies since have replicated these findings for everything from working memory capacity to test anxiety to high blood pressure. When people expect that they should have some flaw or difficulty, the expectation becomes a self-fulfilling prophecy.
Education is intended to be a great equalizer, one that provides everyone with the resources that they need to be successful. Unfortunately, there’s plenty of evidence suggesting that it might not be as equalizing as many would like. There are still academic achievement gaps, for example between men and women and between European Americans and African Americans1,2. These performance gaps can’t be entirely explained by differences in background experience. Instead, the stereotypes that students have internalized likely play a significant role.One pivotal study by Steven Spencer, Claude Steele, and Diane Quinn10, for example, found that simply telling women that men do better on a particular math test results in worse performance, a phenomenon referred to as “stereotype threat”. Another study found that just telling a black athlete that a golf task was a test of “sports intelligence” significantly decreased his performance11. Countless studies since have replicated these findings for everything from working memory capacity to test anxiety to high blood pressure. When people expect that they should have some flaw or difficulty, the expectation becomes a self-fulfilling prophecy.Studies have also found that teacher expectations can have a significant impact on student performance. For example, a series of influential studies from the 1960’s showed that after teachers were told that randomly selected students were about to experience an “intellectual boom,” those students experienced major improvements in their performance, even though nothing had changed aside from their teacher’s opinion of them12. Subtle features of the environment can shape students’ behavior and self-perception, so it’s essential that we identify ways to minimize stereotype threat in the classroom.