The Effect of Stereotype Threat on the Success of Minority Students on the PSAT

Abstract

The purpose of this study was to determine what effect stereotype threat might have on student success on the PSAT when the students attend a school composed primarily of minority students. The participants were enrolled in a county school’s Gifted and Talented and Honors Geometry classes during the 2013-2014 school year. The first measurement tool had participants complete a survey on stereotype threat and student performance. These answers were linked to the student PSAT scores, which was used as a second measurement tool. This study implemented a descriptive design. The data collected was analyzed for patterns based on student responses and the mean PSAT scores of students that felt similarly. Findings showed that the participants that felt the pressure of stereotype threat and felt that they were accountable for their actions had higher mean PSAT scores than their peers on the PSAT.