Thin Ice: Stereotype Threat and Black College Students

When capable black college students fail to perform as well as their white counterparts, the explanation often has less to do with preparation or ability than with the threat of stereotypes about their capacity to succeed. Educators at Stanford who tested this hypothesis report their findings and propose solutions
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Reassessing the Test-Score Gap

There is, of course, another explanation for why black college students haven't fared well on predominantly white campuses: they aren't prepared for the competition. This has become an assumption of those who oppose affirmative action in college admissions. Racial preference, the argument goes, brings black students onto campuses where they simply aren't prepared to compete.

First, black students have better skills than the gap suggests. Most of the gap exists because the proportion of blacks with very high SAT scores is smaller than the corresponding proportions of whites and Asians. Thus when each group's scores are averaged, the black average will be lower than the white and Asian averages. This would be true even if the same admissions cut-off score were used for each group—even if, for example, affirmative action were eliminated entirely. Why a smaller proportion of blacks have very high scores is, of course, a complex question with multiple answers, involving, among other things, the effects of race on educational access and experience as well as the processes dwelt on in this article. The point, though, is that blacks' test-score deficits are taken as a sign of underpreparation, whereas in fact virtually all black students on a given campus have tested skills within the same range as the tested skills of other students on the campus.

In any case, the skills and preparation measured by these tests also turn out not to be good determinants of college success. As the makers of the SAT themselves tell us, although this test is among the best of its kind, it measures only about 18 percent of the skills that influence first-year grades, and even less of what influences subsequent grades, graduation rates, and professional success.

Indulge a basketball analogy that my colleagues Jay Rosner and Lee Ross and I have developed. Suppose that you were obliged to select a basketball team on the basis of how many of ten free throws a player makes. You'd regret having to select players on the basis of a single criterion. You'd know that free-throw shooting involves only a few of the skills that go into basketball—and, worse, you'd know that you'd never pick a Shaquille O'Neal.

You'd also wonder how to interpret a player's score. If he made ten out of ten or zero out of ten, you'd be fairly confident about making a judgment. But what about the kid who makes five, six, or seven? Middling scores like these could be influenced by many things other than underlying potential for free-throw shooting or basketball playing. How much practice was involved? Was the kid having a good or a bad day? Roughly the same is true, I suggest, for standardized-test scores. Are they inflated by middle-class advantages such as prep courses, private schools, and tours of European cathedrals? Are they deflated by race-linked experiences such as social segregation and being consistently assigned to the lower tracks in school?

In sum, black college students are not as underprepared in academic skills as their group score deficit is taken to suggest. The deficit can appear large, but it is not likely to be the sole cause of the troubles they have once they get on campus.

Showing the insufficiency of one cause, of course, does not prove the sufficiency of another. My colleagues and I believed that our laboratory experiments had brought to light an overlooked cause of poor college performance among non-Asian minorities: the threat to social trust brought about by the stereotypes of the larger society. But to know the real-life importance of this threat would require testing in situ, in the buzz of everyday life.

To this end Steven Spencer, Richard Nisbett, Kent Harber, Mary Hummel, and I undertook a program aimed at incoming first-year students at the University of Michigan. Like virtually all other institutions of higher learning, Michigan had evidence of black students' underachievement. Our mission was clear: to see if we could improve their achievement by focusing on their transition into college life.

We also wanted to see how little we could get away with—that is, to develop a program that would succeed broadly without special efforts. The program (which started in 1991 and is ongoing) created a racially integrated "living and learning" community in a 250-student wing of a large dormitory. It focused students on academic work (through weekly "challenge" workshops), provided an outlet for discussing the personal side of college life (through weekly rap sessions), and affirmed the students' abilities (through, for example, reminding them that their admission was a vote of confidence). The program lasted just one semester, although most students remained in the dormitory wing for the rest of their first year.

Still, it worked: it gave black students a significant academic jump start. Those in the program (about 15 percent of the entering class) got better first-year grades than black students outside the program, even after controlling for differences between these groups in the skills with which they entered college. Equally important, the program greatly reduced underperformance: black students in the program got first-year grades almost as high as those of white students in the general Michigan population who entered with comparable test scores. This result signaled the achievement of an academic climate nearly as favorable to black students as to white students. And it was achieved through a concert of simple things that enabled black students to feel racially secure.

One tactic that worked surprisingly well was the weekly rap sessions—black and white students talking to one another in an informal dormitory setting, over pizza, about the personal side of their new lives in college. Participation in these sessions reduced students' feelings of stereotype threat and improved grades. Why? Perhaps when members of one racial group hear members of another racial group express the same concerns they have, the concerns seem less racial. Students may also learn that racial and gender stereotypes are either less at play than they might have feared or don't reflect the worst-feared prejudicial intent. Talking at a personal level across group lines can thus build trust in the larger campus community. The racial segregation besetting most college campuses can block this experience, allowing mistrust to build where cross-group communication would discourage it.

Our research bears a practical message: even though the stereotypes held by the larger society may be difficult to change, it is possible to create niches in which negative stereotypes are not felt to apply. In specific classrooms, within specific programs, even in the climate of entire schools, it is possible to weaken a group's sense of being threatened by negative stereotypes, to allow its members a trust that would otherwise be difficult to sustain. Thus when schools try to decide how important black-white test-score gaps are in determining the fate of black students on their campuses, they should keep something in mind: for the greatest portion of black students—those with strong academic identities—the degree of racial trust they feel in their campus life, rather than a few ticks on a standardized test, may be the key to their success.

Claude M. Steele is the Lucie Stern Professor in the Social Sciences at Stanford University. His articles have appeared in The New York Times and The American Prospect.
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