1. Truth or Myth? Stereotype Effectvs. Reality

2. Performance Results The race gap in standardized test scores is prominent in the SAT   Verbal SAT Score and Math SAT Score Distributions of Applicants to Five Selective Institutions, by Race, 1989

3. Stereotypes  Must exist for a reason  Are they half-truths?  really no true answer.  Very complicated answer, with several factors to consider.

4. Performance Testing  Procedure: 32 black, 27 white undergraduates took an exchange for pay course.  Verbal test performance was given with a Black experimenter as well as a White experimenter

6. Results  White participants—no difference  Black participants- -Underperformed when the test was given by a white experimenter -Performed just as well as their white counterparts when given by black experimenters

7. Why?  Black participants felt a ‘threat in the air’  Had to do with the stereotype of how they thought others perceived their academic ability  [shows that stereotype threat can be consciously accessed]

8. Why? Other factors  Reasons for immigration  Voluntary vs. involuntary  Those who seek a better life  Those who came through enslavement/ colonization

9. Attitude Adjustment  Those that came to enhance life, viewed schooling as a step in the right direction.  Those that came due to enslavement viewed school as a threat to their cultural self.

10. Support  Certain minorities relied more heavily on teacher support, and teacher attitude towards their academic potential  Student performance of “mastery” achievement orientation could be predicted by the amount of positive rapport received by student.

11. References  Brislin, R., Worthley, R. & Macnab, B. (2006). Group & Organizational Management, 31, 40-55.  Geary, D. C. (1996). International differences in mathematical achievement: Their nature, causes, and consequences. Current Directions in Psychological Science, 5, 133-137.  Lu, L. & Bigler, E. D. (2002). Normative data on trail making test for neurologically normal, Chinese-speaking adults. Applied Neuropsychology, 9, 219-225.  Marx, D. M., & Goff, P. A. (2005). Clearing the air: The effect of experimenter race on target’s test performance and subjective experience. British Journal of Social Psychology, 44, 645-657.  Nasir, S.N. (2004). When culture is not in the students, and learning is not in the head. Human Development, 47, 108-116  Sternberg, R. J., Grigorenko, E. L., & Kidd, K. K. (2005). Intelligence, race, and genetics. American Psychologist, 60, 46-59.  Strage, Amy. Social and academic integration an college success: similarities and differences as a function of ethnicity and family educational background. College Student Journal, 33.  Suzuki, L., & Aronson, J. (2005). The cultural malleability of intelligence and its impact on the racial/ethnic hierarchy. Psychology, Public Policy, and Law, 11, 320-327.  Nisbett, R. E. (2005). Heredity, environment, and race differences in iq. Psychology, 11, 302- 310.

12. Solutions  1. http://www.claymath.org/millennium/P_vs_NP/ http://www.claymath.org/millennium/P_vs_NP/  2. D  3.Let's assume that HM = Human and HR = Horse HM + HR = 74 2HM + 4HR = 196 (2HM + 4HR) - (2 HM + 2HR) = 196 - 148 2HR = 48 HR = 24 HM + (24) = 74 HM = 74 - 24 HM = 50  So, the solution is 24 horses and 50 humans.