Stereotyping Students: Improving Academic Performance Through Stereotypes
Stereotyping Students: Improving Academic Performance Through Stereotypes
This paper will examine how the impact that stereotypes have depends entirely on the connotation that they are used with. Drawing on several essays discussing the consequences of stereotypes this essay shows the relationship between students and stereotypes. The paper aims to show educators and students the unintentional impacts that stereotypes have on the academic performance of students.
According to Marlene Philip even Canada is “a nation founded upon the belief in white supremacy, of which racism, as we presently know it, is an offshoot” (114). Prejudices against certain races and groups have been woven into the fabric of our society. Stereotypes are these biases that are popularly accepted and held as standards. An example is the perception that Hispanic males are all criminals. Stereotypes are most noticeable in schools where students are actively placed into certain expectations.
This paper will address the following questions:
What impact do stereotypes have in schools?
How can the result be manipulated to be beneficial or departmental?
Does the impact of stereotypes reach beyond academics?
The common association with stereotypes are negative and harmful and therefore have coinciding impacts. Clark McKown and Michael J. Strambler stated, “Stereotype threat also has been shown to hamper math performance among women, memory among the elderly and even athletic performance among white males.” (1646) The decreasing performance that McKown and Strambler studied corresponded to the specific stereotyped used. Men are considered better at math and academics than women are and women having corresponding decreasing results. Jerome Morris and Adeoye Adeyemo studied the poor performance in academics of black males. “Black males on average, perform significantly below other racial groups and girls in key academic measures.” (31) Black male are stereotypically classed as
This paper will examine how the impact that stereotypes have depends entirely on the connotation that they are used with. Drawing on several essays discussing the consequences of stereotypes this essay shows the relationship between students and stereotypes. The paper aims to show educators and students the unintentional impacts that stereotypes have on the academic performance of students.
According to Marlene Philip even Canada is “a nation founded upon the belief in white supremacy, of which racism, as we presently know it, is an offshoot” (114). Prejudices against certain races and groups have been woven into the fabric of our society. Stereotypes are these biases that are popularly accepted and held as standards. An example is the perception that Hispanic males are all criminals. Stereotypes are most noticeable in schools where students are actively placed into certain expectations.
This paper will address the following questions:
What impact do stereotypes have in schools?
How can the result be manipulated to be beneficial or departmental?
Does the impact of stereotypes reach beyond academics?
The common association with stereotypes are negative and harmful and therefore have coinciding impacts. Clark McKown and Michael J. Strambler stated, “Stereotype threat also has been shown to hamper math performance among women, memory among the elderly and even athletic performance among white males.” (1646) The decreasing performance that McKown and Strambler studied corresponded to the specific stereotyped used. Men are considered better at math and academics than women are and women having corresponding decreasing results. Jerome Morris and Adeoye Adeyemo studied the poor performance in academics of black males. “Black males on average, perform significantly below other racial groups and girls in key academic measures.” (31) Black male are stereotypically classed as
References: Shih M, Richeson J, Gray H, Ambady N, Fujita K. “Stereotype Performance Boosts: The Impact of Self-Relevance and the Manner of Stereotype Activation.” Journal Of Personality & Social Psychology 83.3 (September 2002): 648-647. Academic Search Complete. Web. 16 Nov. 2012. Diebels K, Czopp A. “Complaining about a compliment: Evaluating attributions of positive outcomes to discrimination.” Asian Journal Of Social Psychology 14.3 (September 2011): 217-223. Academic Search Complete. Web. 16 Nov. 2012. Morris J, Adeyemo A. “Touchdowns and honor societies.” Phi Delta Kappan 93.5 (February 2012): 28-32. Academic Search Complete. Web. 16 Nov. 2012. McKown, C, Strambler M. “Developmental Antecedents and Socisl and Academic Consequences of Stereotype-Consciousness in Middle Childhood.” Child Development 80.6 (November/ December 2009): 1643-1659. Academic Search Complete. Web. 16 Nov. 2012. Philip M. “Why Multiculturalism Can’t End Racism.” Making the Grade: A Guide to Study and Succes. Ed. Hay, Ian. Toronto: Oxford UP, 2012. 112-16. Print.