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Oct 02, 2022 210 likes •622 views

Stereotype Threat Overview for Computing Faculty Luther Tychonievich University of Virginia presentation created for Lighthouse CC Luther Tychonievich 1 of 41 Stereotypes (ST)j Cause many problems, including Manifest in minds of

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Stereotype Threat

Overview for Computing Faculty

Luther Tychonievich University of Virginia presentation created for Lighthouse CC Luther Tychonievich 1 of 41

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Stereotypes (ST)j

  • Cause many problems, including…
  • Manifest in minds of others
  • Bigotry
  • Implicit bias
  • Pidgeon-hole bias
  • Manifest in mind of student
  • Imposter Syndrome
  • Stereotype Threat (STT)

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Stereotype Threatj

  • When you are
  • aware of
  • a negative stereotype
  • about people like you
  • Then
  • you perform less well
  • (whether you believe the ST or not)

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photons regions

  • f color

circle

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photons regions

  • f color

circle fish conscious thought

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working memory ±3 ideas understand learn understand

conscious thought

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understand I'll fail because the ST is right understand

If believed, STT blocks (some) learning and performance

conscious thought

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conscious thought

understand if I fail, they'll think the ST was right understand

If not believed, STT blocks (some) learning and performance

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Stereotype Threat – Summaryj

  • Caused when aware of negative stereotype

about you

  • (dis)Belief not required
  • Changing awareness can change performance
  • May remove demographic impact
  • May invert impact if selection bias present

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Avoid myth-bustingj

  • “it is not true that X are Y ”
  • conveys “I don’t think it is true…
  • …but everyone else does”
  • increases awareness of stereotype
  • “our highest scorer was X, a Y !”
  • conveys “it is remarkable when a Y succeeds”

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Countering stereotypesj

  • Provide counter-stereotype evidence
  • full grade distribution shows threatened

students they did well

  • discussing the contributions of atypical
  • Express surprise when others raise stereotypes
  • Don’t lie…people catch on
  • But don’t accept ST as if expected

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Reducing “About Me”j

  • Don’t invalidate existing identities
  • “I don’t see X” insults Xs
  • Help cultivate other identities
  • e.g., “computer scientist,” “student,” etc.
  • Identity comes after Interest, Confidence,

and Belonging

  • (see Active Recruiting modules for more)
  • see also “Mindset” later in this module

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Reducing Impactj

  • Not all students are equally impacted
  • Studied low-impact categories:
  • “this test is fair”
  • reduce belonging uncertainty
  • affirm personal values
  • normalize academic struggle
  • state your confidence in them
  • believe the incremental growth of intelligence

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Intervention: “this test shows no gender difference in results”

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Belongingj

  • Belonging in group is good…
  • Lack of context about how many friends normal
  • Asking to list friends increases this stress
  • Telling them “everyone struggles to make

friends” gives that context

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Values Affirmationj

  • Study
  • give list of values (family, friends, etc)
  • control: pick least important to you
  • intervention: pick most important to you
  • both write why they picked it
  • (idea: focus on self as distinct from group)
  • measure performance months later

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Providing Criticismj

  • List what did wrong, preceded by:
  • positive buffer: “you did well”
  • high standards: “we expect a lot”
  • assurance: “we know you can”
  • High standards & Assurance = “Wise feedback”

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Wise feedback: Motivationj

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Wise feedback: Perceived Biasj

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Wise feedback: Identityj

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Growth Mindsetj

  • Most tasks require some mix of
  • innate talent
  • developed ability
  • The belief that your current tasks are
  • mostly innate talent . . . . . . . . . . . Fixed Mindset
  • mostly developed ability . . . . Growth Mindset
  • Belief itself has impact

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Growth Wise Control

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Growth Mindset and STTj

  • Growth mindset tends to
  • Cause people to continue through hard times

(such as acts of bias)

  • See stereotypes as about who tries
  • and thus not about me, since I’m trying
  • (other educational benefits too)

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Instilling Growth Mindsetj

  • Believe it yourself
  • The part that is learned is your job…
  • Use growth-centric language
  • e.g., in praise
  • “You are X” (fixed)
  • “You’ve learned/done…” (growth)
  • State that intelligence increases with work
  • explicitly and “see how much you’ve grown”

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Classroom Culturej

  • “Treating everyone like I treat people like me”
  • does treat everyone the same
  • does not make all equally comfortable
  • Example: consider jokes

Majorty Minority Get joke happy happy Not get joke bad joke I don’t belong

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If you believe a stereotypej

  • Cognitive Personal Trainer
  • Still help all (even small, frail minds) become

as strong as they can

  • Stereotype threat is based on awareness
  • Reducing it (by not raising awareness) still

helps them

  • Also, why is it true?
  • STT, bias, different opportunities, and…

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Unacknowledged Prerequisitesj

  • Fields tend to assume knowledge
  • in CS, this includes Spatial Reasoning
  • = ability to manipulate shapes in head
  • useful for learning CS
  • a lot of spatial vocabulary, analogy
  • stack, tree, address, pointer, nested, …
  • Correlated with play
  • FPS video games; construction toys

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Action Planj

  • Many things to do or change:
  • reduce stereotype-inducing elements of appearance,

mannerisms, decor, humor, allusions

  • remove names & pronouns from examples & assignments
  • emphasize growth of intellect, in praise and correction
  • normalize struggle (personal and academic), including sharing

your own struggles

  • express confidence in students
  • values affirmation activities
  • Pick a few (high impact, low cost for you)
  • Revisit often

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