Truth or Myth?Truth or Myth?Stereotype EffectStereotype Effect vs. vs. RealityReality

Performance ResultsPerformance Results

The race gap in The race gap in standardized test standardized test scores is prominent scores is prominent in the SATin the SAT

Verbal SAT Score and Math SAT Score Distributions of Applicants to Five Selective Institutions, by Race, 1989

Stereotypes Stereotypes

Must exist for a reasonMust exist for a reason Are they half-truths?Are they half-truths?

really no really no truetrue answer. answer. Very complicated answer, with several Very complicated answer, with several

factors to consider.factors to consider.

Performance TestingPerformance Testing

Procedure: 32 black, 27 white Procedure: 32 black, 27 white undergraduates took an exchange for undergraduates took an exchange for pay course.pay course.

Verbal test performance was given with a Verbal test performance was given with a Black experimenter as well as a White Black experimenter as well as a White experimenterexperimenter

ResultsResults White participants—no differenceWhite participants—no difference Black participants- Black participants-

-Underperformed when the test -Underperformed when the test was given by a white experimenterwas given by a white experimenter

-Performed just as well as their -Performed just as well as their white counterparts when given by black white counterparts when given by black experimentersexperimenters

Why?Why?

Black participants felt a ‘threat in the air’Black participants felt a ‘threat in the air’ Had to do with the stereotype of how they Had to do with the stereotype of how they

thought others perceived their academic thought others perceived their academic abilityability

[shows that stereotype threat can be [shows that stereotype threat can be consciously accessed]consciously accessed]

Why? Other factorsWhy? Other factors

Reasons for Reasons for immigrationimmigration

Voluntary vs. Voluntary vs. involuntaryinvoluntary Those who seek a Those who seek a

better life better life Those who came Those who came

through enslavement/ through enslavement/ colonizationcolonization

Attitude AdjustmentAttitude Adjustment

Those that came to enhance life, viewed Those that came to enhance life, viewed schooling as a step in the right direction.schooling as a step in the right direction.

Those that came due to enslavement Those that came due to enslavement viewed school as a threat to their cultural viewed school as a threat to their cultural self.self.

SupportSupport

Certain minorities relied more heavily on Certain minorities relied more heavily on teacher support, and teacher attitude teacher support, and teacher attitude towards their academic potentialtowards their academic potential

Student performance of “mastery” Student performance of “mastery” achievement orientation could be achievement orientation could be predicted by the amount of positive predicted by the amount of positive rapport received by student.rapport received by student.

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SolutionsSolutions

1. 1. http://www.claymath.org/millennium/P_vs_NP/http://www.claymath.org/millennium/P_vs_NP/ 2. D2. D 3.Let's assume that HM = Human and 3.Let's assume that HM = Human and

                           HR = Horse HM + HR = 74                            HR = Horse HM + HR = 74 2HM + 4HR = 196 2HM + 4HR = 196 (2HM + 4HR) - (2 HM + 2HR) = 196 - 148 (2HM + 4HR) - (2 HM + 2HR) = 196 - 148 2HR = 48 2HR = 48 HR = 24 HR = 24 HM + (24) = 74 HM + (24) = 74 HM = 74 - 24 HM = 74 - 24 HM = 50 HM = 50

So, the solution is So, the solution is 24 horses and 50 humans24 horses and 50 humans. .