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      The Unintended Outcomes of High-Stakes Testing

      Journal of Applied School Psychology
      The Haworth Press

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          A threat in the air. How stereotypes shape intellectual identity and performance.

          C Steele (1997)
          A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
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            Effects of externally mediated rewards on intrinsic motivation.

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              Our Impoverished View of Educational Research

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                Author and article information

                Journal
                Journal of Applied School Psychology
                Journal of Applied School Psychology
                The Haworth Press
                1537-7903
                1537-7911
                July 24 2007
                July 24 2007
                : 23
                : 2
                : 65-86
                Article
                10.1300/J370v23n02_05
                13ed12d7-b98e-4dc6-941d-a0dfa57977a9
                © 2007
                History

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