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written by
Joshua Aronson, Carrie Fried, and Catherine Good
African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as "stereotype threat", which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat. Specifically, students in the experimental condition of the experiment were encouraged to see intelligence--the object of the stereotype--as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups.
Journal of Experimental Social Psychology: Volume 38, Issue 2, Pages 113-125
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![]() <a href="https://www.compadre.org/portal/items/detail.cfm?ID=16299">Aronson, J, C. Fried, and C. Good. "Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence." J. Exp. Soc. Psychol. . 38, no. 2, (September 18, 2002): 113-125.</a>
![]() J. Aronson, C. Fried, and C. Good, , J. Exp. Soc. Psychol. 38 (2), 113 (2002), WWW Document, (https://doi.org/10.1006/jesp.2001.1491).
![]() J. Aronson, C. Fried, and C. Good, Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence, J. Exp. Soc. Psychol. 38 (2), 113 (2002), <https://doi.org/10.1006/jesp.2001.1491>.
![]() Aronson, J., Fried, C., & Good, C. (2002, September 18). Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence. J. Exp. Soc. Psychol. , 38(2), 113-125. Retrieved February 18, 2025, from https://doi.org/10.1006/jesp.2001.1491
![]() Aronson, J, C. Fried, and C. Good. "Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence." J. Exp. Soc. Psychol. . 38, no. 2, (September 18, 2002): 113-125, https://doi.org/10.1006/jesp.2001.1491 (accessed 18 February 2025).
![]() Aronson, Joshua, Carrie Fried, and Catherine Good. "Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence." J. Exp. Soc. Psychol. 38.2 (2002): 113-125. 18 Feb. 2025 <https://doi.org/10.1006/jesp.2001.1491>.
![]() @article{
Author = "Joshua Aronson and Carrie Fried and Catherine Good",
Title = {Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence},
Journal = {J. Exp. Soc. Psychol. },
Volume = {38},
Number = {2},
Pages = {113-125},
Month = {September},
Year = {2002}
}
![]() %A Joshua Aronson %A Carrie Fried %A Catherine Good %T Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence %J J. Exp. Soc. Psychol. %V 38 %N 2 %D September 18, 2002 %P 113-125 %U https://doi.org/10.1006/jesp.2001.1491 %O text/html ![]() %0 Journal Article %A Aronson, Joshua %A Fried, Carrie %A Good, Catherine %D September 18, 2002 %T Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence %J J. Exp. Soc. Psychol. %V 38 %N 2 %P 113-125 %8 September 18, 2002 %@ 0022-1031 %U https://doi.org/10.1006/jesp.2001.1491 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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