The Effects of Stereotype Threat on Standardized Mathematics Test Performance and Cognitive Processing

Autor:	Keena Arbuthnot
Rok vydání:	2009
Předmět:	business.industry media_common.quotation_subject Cognition Protocol analysis Standardized test Stereotype Differential item functioning Education Test (assessment) Developmental psychology Stereotype threat Achievement test Psychology business Social psychology media_common
Zdroj:	Harvard Educational Review. 79:448-473
ISSN:	1943-5045 0017-8055
Popis:	Although research has extensively documented sources for differential item functioning and stereotype threat—especially among women and black college students—little is known about group differences in test-taking strategies among black adolescent students. In this article, Arbuthnot presents findings from two studies that seek to explore how stereotype threat affects standardized test performance in mathematics among black eighth-grade students. The author contextualizes the studies in a discussion of prior research and presents findings from an analysis of black students'test performances on standardized mathematics exam questions that do and do not include differential item functioning. Arbuthnot complements this work by exploring the strategies test-takers use to process test items. Findings from the two studies suggest that stereotype threat may have a negative impact on black adolescent students'test-taking strategies and achievement on mathematics standardized tests. The author concludes the article by posing implications for new test development that takes into consideration the potential impact of stereotype threat.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::df7984e0136c68742f9141586f032251 https://doi.org/10.17763/haer.79.3.43n8521j3rk54221 Zobrazit plný text záznamu