Stereotype threat and students' attitudinal engagement with learning
McLeish, Christopher Frank
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This study explored the relationship between stereotype threat and attitudinal engagement with learning by comparing the attitudes and behavioral engagement of two groups of eighth-graders who varied in gender, race, and English ability. One group faced stereotype threat and, thus, saw Black stereotypic comic book images whereas the control group saw images of animal characters. Black students' attitudes toward and behavioral engagement with learning did not differ significantly across the stereotype threat and control (no threat) conditions. Two interactions revealed that Black females showed more academic drive than did Black males and low ability males under stereotype threat showed less academic drive.