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Empirically Validated Strategies to Reduce Stereotype Threat
Below is a brief list of empirically validated strategies to reduce stereotype threat. For reviews of these strategies, see:
Cohen, G. L., Purdie-Vaughns, V., Garcia, J. (2012). An identity threat perspective on intervention. In Stereotype threat (Inzlicht, Schmader, Eds.). (downloadable here: http://ed.stanford.edu/faculty/glc )
Garcia, J., & Cohen, G. L. (in press). A social-psychological approach to educational intervention. In Behavioral foundations of policy (Shafir, Ed.) (downloadable here: http://ed.stanford.edu/faculty/glc
Steele, D. M. (2012). Creating identity safe classrooms. In J. A. Banks (Ed.) Encyclopedia of Diversity in Education. Thousand Oaks, CA: Sage Publications, Inc.
4. Create Fair Tests, Present Them as Fair and as Serving a Learning Purpose
Use gender- and race-fair tests, communicate their fairness, convey that they are being used to facilitate learning, not to measure innate ability or reify stereotypes (Good et al., 2008; Spencer et al., 1999; Steele & Aronson, 1995)
Teach students that intelligence is like a muscle—that it is not fixed, but grows with effort (Aronson et al., 2002; Blackwell et al., 2007). Promote this conception of intelligence or ability as a norm.