Embed Size (px)
Citation preview
Intervention without Threat: Assisting “At-Risk” Students
without Triggering Stereotype Threat
Chelsea M. Baldwin, J.D., M.Ed. Candidate in Professional Counseling,
Assistant Director of Academic Achievement
Oklahoma City University School of Law
Association of American Law Schools Annual Meeting January 4, 2014
“Being labeled ‘at risk' is like
being voted least likely to succeed.
For where there is no faith
in your future success,
there is no real effort
to prepare you for it.”
Carol Brunson Day
Stereotype Threat• What is it?• Who is susceptible to stereotype threat?• What type of performances does it affect?• How does it manifest?
Cognitive Load Allocation
Normal Functioning
Unavoidable subprocessesMetacognitionTask Engagement
Stereotype Threat Conditions
Unavoidable subprocessesMetacognitionTask EngagementStereotype Monitoring
Stereotype Threat Triggers
• Being new• Being different from other group
members• Being different from the people in
charge• Being in, or excluded, from a clique
based on a social identity• Being “told” you are at-risk
© 2012 Ayodhya Ouditt/NPR http://www.npr.org/2012/07/12/156664337/stereotype-threat-why-women-quit-science-jobsLast accessed 27 December 2013
What Might Stereotype Threat Look Like?
• Read through the scenario on pp 2-3 of the handout and locate the information requested by the prompts. Feel free to turn and discuss with a neighbor to verify your answers.
Minimizing Cues that Trigger Stereotype Threat
• Quizzes at the beginning of every class
• Providing Feedback• Incremental gains framework for
teaching skills and knowledge• Narratives of belonging• Informal cross-group conversations• Using [learner]-centered teaching
techniques
Bibliography
• Benedict Cary, “Frequent Tests Can Enhance College Learning, Study Finds” http://www.nytimes.com/2013/11/21/education/frequent-tests-can-enhance-college-learning-study-finds.html?smid=pl-share&_r=0
• Carol Brunson Day, “Faith and Confidence: Positioning Our Hearts and Minds to Assure Success in the Lives of Black Children” BEING BLACK IS NOT A RISK FACTOR: A STRENGTH-BASED LOOK AT THE STATE OF THE BLACK CHILD 8-11, 11 (2013). National Black Child Development Institute
• Claude M. Steele, Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do (2010 1st ed) W. W. Norton & Company, Inc.
• Reducingstereotypethreat.org• Verna A. Myers, Moving Diversity Forward: How to go
from Well-Meaning to Well-Doing (2011 1st ed) American Bar Association
Questions or comments:
Chelsea [email protected](405)208-5417
Oklahoma City University School of Law2501 N. Blackwelder Ave.Oklahoma City, OK 73106
