In The Air Between Us By Claude M. Steele

Throughout history stereotyping has been used to generalize a race class. Although when a race is being stereotyped it can be done in a positive way, in many cases it has also been done in order to keep a minority group inferior. In the article, “Thin Ice” by Claude M. Steele, Steele shows how African Americans who are stereotyped or have the mental image of being stereotyped negatively can affect their success in their academic success. In the other hand, in Jennifer Lee and Min Zhou’s “The Asian American Achievement Paradox” demonstrates when a stereotype is positive it can feed one’s ego and deliver better outcomes in a people’s academic achievements. Even though a large population of people can be stereotyped in a certain way through false concepts, it can affect the mindset of a single individual.

Schools systematically subjugate minority and black students when a school’s enrollment contains a huge racial majority. If students have no exposure to persons of different ethnicities, cultures, races, and religions, then these students will experience culture shock when they confront “other” people. Even in our class, we talk about black and minority students as another group, one that differs from “us.” We think about the inequalities in school systems as problems we need to fix, not as problems that have influenced our thinking and affect us as prospective teachers. For example, a white graduate student with

In a study conducted by Ford and Tonander (1998), it was hypothesized that when one’s social identity was threatened by a group who is largely different from them, that individual is likely to form stereotypes. This is based

Stereotypes are socially constructed, over-generalized views regarding a particular group of persons with certain characteristics that are widely accepted, and usually expected, in a society. The dominant group of a certain society, which in this case is probably Caucasians and men, usually creates these social constructions. Claude M. Steele, a researcher from Stanford University, performed multiple research studies on the idea and psychological effects of stereotypes on its victims. In his studies, he coins the term “stereotype threat” as the “social-psychological predicament that can arise from widely-known negative stereotypes about one's group,” which implies that “the existence of such a stereotype means that anything one does or any of one's features that conform to it make the stereotype more plausible as a self-characterization in the eyes of others, and perhaps even in one's own eyes” (Steele 797).

How should society handle the perceived differences between races when it comes to education? The goal of both researchers is to narrow the academic gap between white and black students. Both authors attribute the gap between the academic scores of black and white students from opposite sides of racial identity. As Dr. Beverly Daniels Tatum, President of Spelman College and clinical psychologist has written an article entitled “Why are All the Black Kids Sitting Together in the Cafeteria?” Her approach is from the perspective of the student and how they perceive their role and upper limits while maintaining their place in their peer group's expectations of their race. Dr. Diane Ravitch, a research professor of education at New York University, has written an article entitled "The Facts about the Achievement Gap.” Her approach is from the perspective of how schools and society implicitly or explicitly cast students into achievement tracks based on their race. Both approach the same idea about racial identity, but they have different solutions, such as peer groups, the school board, and who is right about the solution.

Stereotypes on college campuses create a bias environment and affects the performance of targeted students. The most common stereotype circulating the AUC is how students at Clark Atlanta University were denied acceptance at Spelman and Morehouse College, in result they applied to “the next best thing” Clark Atlanta University. However, financial aid played a major role in student’s decision to attend CAU. This project was created to show that the stereotypes about CAU’s student’s decision to apply does not match their actual reasoning for attending CAU. The aim of this experiment was to get clarity from all three institutions about who engages in creating the stereotypes, where the rivalry started between the three institutions,

The achievement gap is evident in the standardized test scores of racial minority students. When examining demographic information published by College Board Inc. and ACT Inc., it is evident that there exists a widening gap between the scores of African-American adolescents on the SAT, or the Scholastic Aptitude Test, and the ACT, or American College Test. Statistics from the 2013 SAT show African-American students earning scores of 431 in critical reading, 429 in mathematics, and 418 in writing (College Board, 2013). On the ACT in the 2013 year, the average composite score for African-American test takers was 18.2. In comparison to their racial and ethnic counterparts, African-Americans scored lower in every subject area than every other test taker. Frequently this gap in scores has been attributed to a number of factors including a student’s socioeconomic status, teacher qualifications, and school’s lack of access to academic resources. Instead, one should look to the theory of stereotype threat. In summation, stereotype threat is being at risk of confirming a negative stereotype threat about one’s group (Steele & Aronson, 1995). One may question: To what extent does stereotype threat lead to African-American adolescents underperforming in academic settings? Stereotype threat negatively affects African-American students in that it produces self-fulfilling prophecies causing African-American adolescents to underperform on college entrance exams.

INTRO: Prompt: What should “diversity on campus” mean and why? Hook: Does diversity help liberate narrow-mindedness? What exactly is diversity? To say that diversity is approached on school campuses is an understatement to the level of understanding in this increasingly globalized world. By its definition, “diversity” requires inclusion. Are school’s really working toward the inclusion of everyone? This means including color, national origin, socio-economic status, and sexual orientation. Looking at court cases and polls shown in the short articles, “Introduction from Place, Not Race: A New Vision of Opportunity in America” and “The Trouble with Diversity: How We Learned to Love Identity and Ignore Inequality,” their approach to strengthening

In life, there is a common ground on which most every person can relate. At one time or another, we have all been promoters of or victims of the unremitting nature of stereotypes. According to the Webster’s dictionary, a stereotype is defined as “a simplified and standardized conception or image invested with special meaning and held in common by members of a group.” Most stereotypes take on a negative form and are based on characteristics such as age, gender, race, status, and personal beliefs. Generally speaking, the greatest problem that arises with stereotypes is that they judge group of people by the characteristics and actions of their ancestors, rather than on an individual basis. More often than not, these assumptions will

An intelligent Black boy, who dumbs himself down to avoid criticism. The Hispanic girl who stays at home to take care of her family, instead of going to school. The Asian who pursues a career in medicine, despite wanting to be an actor. All of these strange actions can be explained by the Critical Race Theory. In short, the Critical Race Theory examines how victims of racism and stereotypes counter prejudice. Under the Critical Race Theory falls stereotype threat in which victims assume the roles that they think are prescribed for them based on popular stereotypes. The aim of stereotype threat and the Critical Race Theory is to explain both negative and positive ways minorities are effected by their race and how this reflected in our society as a whole.

“Just Walk on By” by Brent Staples was about a successful young black male that was stereotyped for the color of his skin. Staples couldn’t even walk down the street without people clinching their purses or walking on the opposite side when they saw him coming. This is a clear example of what racial stereotyping is like in this country. So much that a prosperous writer and editor can be depicted as threatening and dangerous. There is a long history of racial stereotyping and discrimination against African Americans in this country. This originated in the American slavery days where whites created many racial stereotypes that still resonates today. Although better, there are still acts of stereotyping in the 21st century. From media scrutiny to racial profiling which more often than not leads to death, racial stereotyping is still at large. There are also many negative effects to stereotyping physically, mentally and emotionally. There is many researches that indicate stereotyping effects the ability to learn and influence ones self-assessment. It must be a way to eliminate the negative stereotyping against African Americans. In order to end racial stereotyping, we must start from the beginning and understand the effects it has on these certain groups.

Stereotype has always been a major situation among racial society, since the 1960’s all the way till today. Stereotype has been used as a separation among other racial ethnicities. Racial stereotyping has actually made humans believe how other’s actions are really supposed to be, and how they should be treated. However, some people from the racial stereotyping societies had disapproved this discrimination and had fought for their rights; because they believed that all humans are equal and must converge together as a unity of equality. Every person has his or her own different mind perspective on stereotyping; that can lead him or her to major consequences or moral lessons. Stereotyping has blinded many people from facing reality and

When social psychologist Claude Steele began writing about the problem of stereotype threats in the 1990s, many other researchers began to do the same thing. Steele offered that when members of certain groups can be stereotyped in a negative way, they will be seen “through the lens of diminishing stereotypes and low expectations” (1999, p.44). According to Kassin, Fein, and Markus, stereotype threat is defined as “The experience of concern about being evaluated based on negative stereotypes about one’s group.” Steele concluded that stereotype threat can be achieved in two ways: reactions to “threat in the

In general terms, stereotype threat is being at risk of confirming, as self-characteristic, a negative stereotype about one’s group (Steele, 1997). “The existence of such a stereotype means that anything that one does or any of one’s features that conform to it make the stereotype more reasonable as a self- characterization in the eyes of others, and perhaps even in one’s own eyes” (Steele, 1992). People are stereotyped according to their group. A group can be identified by race, gender, ethnicity, age, religion among others. Stereotypes

The presences of stereotypes are overwhelming and are developed by both the environment a subject is raised in and their family. Stereotypes, which are pervasive throughout different societies, become intertwined in the collective values of the society as justification for all forms of social, economic, and political inequality among groups (Devine and Elliot 2000;Kaplan 2004; Operario and Fiske 2004). As people become more exposed to stereotypes they start to become a permanent part of a person’s life, they begin to stereotype themselves almost always involuntarily.