Catalyst: 9/10/10 What do you think is the most important reason that women and minorities are under-represented in science? Why? Objective: SWBAT… Understand the ways to reduce the effects of stereotype threat.

Agenda 9/10/10 Catalyst (5) Presentations (15) Stereotype Threat Presentation (10) Binder Set-Up (10) Homework: Many of the suggestions from today’s presentations will help any student entering the new environment of college. Write a at least one-paragraph plan to succeed in college in the field of your choice.

Stereotypes: How we simplify the world A stereotype is a oversimplification A stereotype DOES NOT need to be negative or inaccurate. We all use them to make the world simpler. So, What are stereotypes? The simple answer is that we use stereotypes to “simplify” our world. A stereotype is a of how we think our world is or should be. We all use stereotypes to help us understand the world and to make it simpler. When we hear the word stereotype we think of a negative impression or belief, but that is not the case. A stereotype does not have to be negative or innacurate. For example: When we hear the word “table” we automatically get a mental picture of what we “think” a table should be based on our individual past experiences. No one “picture” of a table is more accurate than another, but we might be influenced by what someone else perceives a table to be.

Stereotypes affect the people who are defined by them. They become convinced that whatever they do will confirm it. Unconsciously the stereotype guides behavior. Negative stereotypes prevent success Having an understanding of our implicit biases enables us to work effectively toward resolving stereotype threats. As educators our actions and words impact our students. When we make a comment such as “Calculus is the most difficult course you will take . . . half of this class will fail” we automatically set up a stereotype threat for our students. This statement, although true, is setting students up for failure in Calculus. Failure becomes a possibility and for half the students the possibility becomes a self-fulfilling prophecy. Stereotypes affect the people who are defined by them. People internalize the stereotype. They become convinced that whatever they do will confirm it. Unconsciously they use the stereotype to guide behavior. Positive stereotypes sometimes reinforce success. Negative stereotypes definitely inhibit it.

Stereotype threat occurs when people feel that they might be judged or might confirm a stereotype – decreasing ability to perform. Stereotype threat occurs when people feel that they might be judged in terms of a negative stereotype or that they might do something that might inadvertently confirm a stereotype of their group. The gender gap created by the stereotype “boys are better with math than girls” continues to threaten the performance of girls with math related tasks. The race gap created by the stereotype “Asian males are more intelligent than white males; white males are more intelligent than African-American males” continues to threaten the performance of white and African-American males. These groups believe their stereotyped status; therefore, they focus on their status within this stereotype lens.

Stereotype Threat is affects the body as well as the mind Bodily symptoms (heart rate, blood pressure, etc.) decrease ability What do we need to know to stop the cycle? Stereotype Threat is physiological as well as psychological Once invoked, the physiological response inhibits an individuals ability to perform Awareness and effort are the most important components of successfully coping with stereotype threat situations. Let’s take a deeper look at stereotype threat.

Stigma Consciousness Black students tested worse when race was emphasized. When race was not emphasized, Black students did equally well or better than White students. *also true for females among males “Stigma Consciousness” is the state of being when stereotype threat is invoked. Professor Josh Aaronson's research on "stereotype threat" and minority student achievement shows how stereotypes that allege lower ability among minority students and women, depresses these students' test and school performance, and impacts women's comfort and performance in advanced mathematics and science domains. Aronson and his colleagues investigated how race and gender can interact with societal stereotypes to negatively affect high achieving students of color and women in their academic performance. They conducted experiments in which black students and white students are brought in to take a standardized test. The first time, they tell the students that they will be taking a test to measure their verbal and reasoning ability. The second time, they tell them the test is an unimportant research tool. Aronson has found that the black students do less well when they are told that the test measures their abilities. He also believes that the effects of stereotype threat are strongest for students who are high-achievers and care very much about doing well. They care so much about doing well that they feel that if they don't do well they will be confirming the negative stereotypes associated with black students. They are in the state of Stigma Consciousness. The same holds true for any group affected by stereotype threat.

Characteristics of the Susceptible Student High achieving students Feel they control performance Identify with the stereotyped group Subject is important to them

How do people respond to stereotype threat? Avoiding tasks Devaluing the task Distancing themselves from group Changing career goals Understanding how individuals respond to stereotype threat situations allows a different view of why they behave the way they do. Here are some of the defensive reactions that are observable: 1 - Avoiding tasks - I know I will fail so I will not try 2 - Devaluing the task to protect self from consequences of failure - I really am not interested in that anyway 3 - Distancing themselves from group in order not to be associated with stereotype - the rationale being that if I am different I will not be included and the expectations will not apply to me 4 - Changing career aspirations - avoiding the challenge makes the path easier to cope with - it is too hard and I will not be successful 5 - Negative stereotyping tends to increase behaviors associated with the stereotype - I am part of this group and am expected to act a certain way Distance from a situation that has negative expectations that an individual believes is a form of self preservation. Sometimes those situations are unavoidable.

How can we reduce stereotype threat? Change the Message Tell people when they are talented in math and science Provide positive reasons for studying math or science Single Sex/Race for high stakes tests Exposure to experiences and role models who defy the stereotype Realize that performance changes over time and with increased effort. (A test score does not mean fixed intelligence) Understanding the difference between ability and capability allows us to see how the stereotype just does not fit. Nurture more than Nature defines who we become. Parents provide many types of messages to daughters that undermine both their daughters' confidence in their math and science abilities and their interest in pursuing careers in these fields. “Parents of daughters also said their girls had to work harder to do well in math than parents of sons, even though teachers told us this was not true.” "Parents of boys rated talent and effort as equally important, while parents of girls said hard work was much more important than math talent.” Begin to change the message; begin to change the belief: 1 - Tell parents that daughters are talented in math and science 2 - Provide vocational and intellectual reasons for studying math or science

How can we reduce negative societal stereotypes? Counter Stereotyping 1. Establishing a view or vision that contradicts the common view 2. Supporting positive social change 3. Encourage acceptance of alternative attributes 4. Empowering individuals to succeed 5. Respecting individual One suggestion for creating a stereotype threat free climate is to provide Professional Development concerning the goals of instruction, student learning, and beliefs about math and science. As leaders we also need to be aware of our role in the community – remember that our actions speak louder than our words, but our words ring in the minds of those who hear them. Developing a counter stereotype or positive stigma will require: 1. Establishing a view or vision that contradicts the common view 2. Supporting positive social change 3. Encourage acceptance of alternative attributes 4. Empowering individuals to succeed 5. Respecting individual

Assignments Notes Learning Style Scoring Guide 9/7 Learning Style Reflection 9/8 1. Under-Represented Groups in Science 9/8 Notes

This powerpoint presentation is available on uplifths.org Homework Many of the suggestions from today’s presentations will help any student entering the new environment of college. Write a at least one-paragraph plan to succeed in college in the field of your choice. Please include… -What you think you would like to major in. -Any potential pitfalls that might occur. -How you will overcome or prevent these pitfalls. This powerpoint presentation is available on uplifths.org