Black racial identity protecting against stereotype threat on collegiate academic achievement

This study examined how the relationship between stereotype threat and academic achievement may be moderated for Black American college students by racial identity. Participants (N = 119) recruited from a nationwide sample of US-born Black-American college students were randomly assigned to Stereotype Threat or Control groups, and completed racial identity and verbal intelligence measures, with the sequence of these tasks varying by group. Analysis of covariance did not confirm a main effect of stereotype threat on the GRE-like verbal measure. However, a statistically significant regression model including interaction terms predicted significant negative effects of Stereotype Threat Condition, Pre-encounter Mis-education, and Internalized Afrocentric variables. Standardized beta coefficients and slope equations in regression models predict the protective influence of Internalized Multiculturalist-Inclusive attitudes and the hazardous influence of Immersion-Emersion Anti-White attitudes on academic performance in Threat and Control groups. Implications of these results are offered to increase racial identity education and to improve the practice of standardized testing using online methods, where fewer environmental cues may weaken effects of stereotype threat.