| African American and Latino high school students were administered a survey assessing their stereotype threat perceptions (concerns of one's academic achievement being stereotypically judged and reflecting poorly on one's race), racial identity (Sellers' MIBI), school culture perceptions (performance versus mastery orientations), intelligence beliefs (entity versus malleable), and achievement goals (mastery, ability performance, and ego avoidance goals). Relationships among these study variables were assessed to test for mediational and moderational stereotype threat effects and possible solutions for or buffers against those effects.;A number of significant findings interrelated these diverse bodies of research around the unified concept of stereotype threat. Results indicate that the nature of the school environment, students' goals and intelligence beliefs, and components of their racial identity protect against stereotype threat perceptions. Heightened evaluation and its connection to race emerged as a possible explanation of the complex inter-relationshis found. Implications for stereotype threat research and the academic performance of students of color are discussed. |
