Engaged Learning Collection

Office of Engaged Learning

Abstract

Stereotype threat and solo status have both been found to negatively affect the academic performance of African-Americans. However studies have not simultaneously investigated the potential deleterious effects of both factors. This experiment tested for the potential accumulative effects of both factors and posits that the combined effect if stereotype threat and solo status is greater than either factor alone. Results supported this hypothesis. Black students’ performance was lowest when both factors were present compared to the performance of Black students in either condition as well as the control condition. White students’ performance was relatively stable across all the conditions.