This study examined stereotype threat effects among
9th-grade African-American and White students who
participated in a group testing session on "mathematical
reasoning." Students completed the APR Spatial Ability
Test that had been described either as predictive of
performance on standardized tests in mathematics
(stereotype threat) or where students had been reassured
that the test was unbiased and culturally fair (no
stereotype threat). Results showed performance on the
APR (controlling for previous test performance) did not
differ significantly between African-American and White
students when the test was described as unbiased.
However, African-American students performed
dramatically more poorly than whites when it was
described as being predictive of future performance on
standardized tests. These results demonstrate stereotype
threat effects in a realistic testing environment with a
supposed high-stakes test involving a representative
sample of 9th-grade students.
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